title: Ōpōtiki Mai Tawhiti Kapa Haka

authors: Maxwell, Te Kahautu

abstract: Te Matatini is the World Champion Competition. Ōpōtiki Mai Tawhiti; Pool performance on Day 1 of the Te Matatini National Kapa Haka Competition. Ōpōtiki Mai Tawhiti placed second in the pool and qualified for the Top 9 Finals on Sunday 24th February 2013. Overall in the Pool qualifiers ŌpōTiki Mai Tawhiti placed 5th out of 41.

text: Ōpōtiki Mai Tawhiti Kapa Haka Te Matatini is the World Champion Competition. Ōpōtiki Mai Tawhiti; Pool performance on Day 1 of the Te Matatini National Kapa Haka Competition. Ōpōtiki Mai Tawhiti placed second in the pool and qualified for the Top 9 Finals on Sunday 24th February 2013. Overall in the Pool qualifiers ŌpōTiki Mai Tawhiti placed 5th out of 41.

year: 2013-02-21

title: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies

authors: Graham, Judith Ann

subjects: key competencies

abstract: This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

text: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

year: 2019

title: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers

authors: Conning, Stacey Ashleigh

subjects: novice higher education teacher

abstract: Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

text: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

year: 2020