title: The Matanga project: Professional learning and development for technology teachers in New Zealand: The teachers’ perspectives.

authors: Fox-Turnbull, Wendy

subjects: Meaning Making:

abstract: This article presents findings from the Mātanga (Māori term for expert) professional learning and development (PLD) project in New Zealand, designed to foster teachers’ engagement with and enactment of the technology education curriculum, to develop teachers’ identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. The PLD targeted teachers in remote areas, or those who had limited access to curriculum support, and was designed to reposition teachers’ agency, whilst being supported by their professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional, and national support through digital networks, in self-sustaining ways. 
The reported findings indicate that teachers experienced significant learning during the PLD. Participants developed a deeper understanding of the benefits of authentic technological practice, deeper insight into both the theoretical and historical perspectives of technology education, and increased curriculum knowledge. Some participants also gained a deeper appreciation of culturally responsive pedagogies. The Mātanga programme motivated these teachers to try new things in the classroom, which in turn, translated into a more positive learning environment for their students. Participants found the year-long approach beneficial, particularly because they had access to technology education experts (Mātanga), but identified some limitations for the first iteration of the PLD, and suggested improvements for the future.

text: The Matanga project: Professional learning and development for technology teachers in New Zealand: The teachers’ perspectives. This article presents findings from the Mātanga (Māori term for expert) professional learning and development (PLD) project in New Zealand, designed to foster teachers’ engagement with and enactment of the technology education curriculum, to develop teachers’ identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. The PLD targeted teachers in remote areas, or those who had limited access to curriculum support, and was designed to reposition teachers’ agency, whilst being supported by their professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional, and national support through digital networks, in self-sustaining ways. 
The reported findings indicate that teachers experienced significant learning during the PLD. Participants developed a deeper understanding of the benefits of authentic technological practice, deeper insight into both the theoretical and historical perspectives of technology education, and increased curriculum knowledge. Some participants also gained a deeper appreciation of culturally responsive pedagogies. The Mātanga programme motivated these teachers to try new things in the classroom, which in turn, translated into a more positive learning environment for their students. Participants found the year-long approach beneficial, particularly because they had access to technology education experts (Mātanga), but identified some limitations for the first iteration of the PLD, and suggested improvements for the future.

year: 2022-06-15

title: A critical challenge: Developing student's critical abilities

authors: Gillespie, Lorna B.

abstract: The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities.

text: A critical challenge: Developing student's critical abilities The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities.

year: 2014

title: Maori & Psychology Research Unit annual report 2004

authors: Rua, Mohi

subjects: Māori & Psychology Research Unit annual report

abstract: Annual report of the Maori and Psychology Research Unit (MPRU) 2004. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

text: Maori & Psychology Research Unit annual report 2004 Annual report of the Maori and Psychology Research Unit (MPRU) 2004. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

year: 2004