title: Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher

authors: Grudnoff, Alexandra Barbara

subjects: teacher preparation programmes

abstract: This thesis seeks to gain greater knowledge of the process of transition and
development that beginning primary teachers undergo over their first year of
teaching. The research focus is on investigating and understanding this process
from the standpoint of the beginning teacher. Of particular interest is an
examination of how the teacher preparation programme, contextual features of the
school, and participants' own beliefs and biographies influence and impact on
their transition to teaching and their professional and identity development as first
year teachers.
This longitudinal study takes an interpretive approach to investigate the first year
teaching experiences of 12 beginning teachers in 11 primary schools. The
qualitative methodology used in this thesis shares characteristics with a case study
approach and utilizes procedures associated with grounded theory. Data were
gathered systematically over a year by way of 48 semi-structured, individual
interviews, two focus group interviews, and 48 questionnaires, supplemented by
field notes. The collected data were analyzed, coded, and categorized, and
explanations and theory that emerged from this process were grounded in the data.
The findings of this study have three broad sets of implications for the education
and induction of beginning teachers.
Firstly, they question the role that practicum plays in the transition from
student to teacher. The findings suggest that the practicum component of
teacher preparation programmes should be re-conceptualized and redesigned
to provide authentic opportunities for student teachers to be
exposed to the full range of work demands and complexity that they will
encounter as beginning teachers.
Secondly, becoming a successful teacher appears to depend on the quality
of the school's professional and social relationships, particularly in terms
of the frequency and type of formal and informal interactions that
ii
beginning teachers have with colleagues. While the major source of
satisfaction and self-esteem came from seeing the children whom they
taught achieving socially and academically, the beginning teachers also
had a strong need for affiliation, which was enabled through positive,
structured interactions and relationships with colleagues. The study also
indicates that employment status influences the way that the beginning
teachers view their work and themselves as teachers, with those in
relieving positions displaying greater variability in terms of emotional
reactions and a sense of professional confidence than those employed in
permanent positions.
The third set of implications relate to beginning teacher induction. The
study points to variability in the quality of induction experiences and
challenges policy makers and principals to ensure that all beginning
teachers are provided with sound and systematic advice and guidance
programmes which are necessary for their learning and development.
While the study confirms the critical role played by tutor teachers in
beginning teacher induction, it suggests that the focus is on emotional and
practical support rather than on educative mentoring to enhance new
teachers' thinking and practice.
This thesis provides a comprehensive and nuanced view of how beginning to
teach is experienced and interpreted. It paints a complex picture of the
relationship between biography, beliefs, preparation, and context in the process of
learning to teach. The study contributes to the literature on the education of
beginning teachers. It highlights the need for developing a shared understanding
amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.

text: Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher This thesis seeks to gain greater knowledge of the process of transition and
development that beginning primary teachers undergo over their first year of
teaching. The research focus is on investigating and understanding this process
from the standpoint of the beginning teacher. Of particular interest is an
examination of how the teacher preparation programme, contextual features of the
school, and participants' own beliefs and biographies influence and impact on
their transition to teaching and their professional and identity development as first
year teachers.
This longitudinal study takes an interpretive approach to investigate the first year
teaching experiences of 12 beginning teachers in 11 primary schools. The
qualitative methodology used in this thesis shares characteristics with a case study
approach and utilizes procedures associated with grounded theory. Data were
gathered systematically over a year by way of 48 semi-structured, individual
interviews, two focus group interviews, and 48 questionnaires, supplemented by
field notes. The collected data were analyzed, coded, and categorized, and
explanations and theory that emerged from this process were grounded in the data.
The findings of this study have three broad sets of implications for the education
and induction of beginning teachers.
Firstly, they question the role that practicum plays in the transition from
student to teacher. The findings suggest that the practicum component of
teacher preparation programmes should be re-conceptualized and redesigned
to provide authentic opportunities for student teachers to be
exposed to the full range of work demands and complexity that they will
encounter as beginning teachers.
Secondly, becoming a successful teacher appears to depend on the quality
of the school's professional and social relationships, particularly in terms
of the frequency and type of formal and informal interactions that
ii
beginning teachers have with colleagues. While the major source of
satisfaction and self-esteem came from seeing the children whom they
taught achieving socially and academically, the beginning teachers also
had a strong need for affiliation, which was enabled through positive,
structured interactions and relationships with colleagues. The study also
indicates that employment status influences the way that the beginning
teachers view their work and themselves as teachers, with those in
relieving positions displaying greater variability in terms of emotional
reactions and a sense of professional confidence than those employed in
permanent positions.
The third set of implications relate to beginning teacher induction. The
study points to variability in the quality of induction experiences and
challenges policy makers and principals to ensure that all beginning
teachers are provided with sound and systematic advice and guidance
programmes which are necessary for their learning and development.
While the study confirms the critical role played by tutor teachers in
beginning teacher induction, it suggests that the focus is on emotional and
practical support rather than on educative mentoring to enhance new
teachers' thinking and practice.
This thesis provides a comprehensive and nuanced view of how beginning to
teach is experienced and interpreted. It paints a complex picture of the
relationship between biography, beliefs, preparation, and context in the process of
learning to teach. The study contributes to the literature on the education of
beginning teachers. It highlights the need for developing a shared understanding
amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.

year: 2007

title: Three Illuminated Videos

authors: Barrett, Kyle

abstract: Kyle Barrett, “Illuminated: Antisyzygy” (8:40) — Blending film and painting, the video postulates several questions arising from the COVID-19 pandemic via the notion of “antisyzygy” or the in-between state in which, globally, society has found itself. Ilona Krawczyk, “More than one voice” (10:00) — Why do I feel connected to something which is beyond me, which comes from the past, which I don’t understand? But there are those moments of unconsciousness that come out. Charlotta Grimfjord Cederblad, “Preparation” (10:17) — This video is an observation of what we prepare for when we prepare for performance, of how we prepare for the fact that we soon will be watched, of how we imagine that we are being watched and of what happens with the body when we think that no one is watching.

text: Three Illuminated Videos Kyle Barrett, “Illuminated: Antisyzygy” (8:40) — Blending film and painting, the video postulates several questions arising from the COVID-19 pandemic via the notion of “antisyzygy” or the in-between state in which, globally, society has found itself. Ilona Krawczyk, “More than one voice” (10:00) — Why do I feel connected to something which is beyond me, which comes from the past, which I don’t understand? But there are those moments of unconsciousness that come out. Charlotta Grimfjord Cederblad, “Preparation” (10:17) — This video is an observation of what we prepare for when we prepare for performance, of how we prepare for the fact that we soon will be watched, of how we imagine that we are being watched and of what happens with the body when we think that no one is watching.

year: 2021

title: Te kura o Ruatoki 1896 - 1979

authors: Williams, Kim Reina Reremoana

subjects: Ruatoki Native School

abstract: Ko tēnei tuhinga roa e kōrero ana mō te Kura o Ruatoki i roto i te rohe o te iwi o Tūhoe. I whakatūria he kura i te tau 1896 i runga i te inoi a ngā Koroua ki te Kāwanatanga o taua wā.
Hai te Upoko tuatahi, ka whakatakotoria ngā kōrero mō te āhua o te whenua, ngā tāngata me ā rātau nekeneke. Tutū ana te puehu i runga i ngā whakatū waewae ki te iwi, ki te Pākehā hoki mō taua whenua.
Hai te Upoko tuarua ka takoto ngā kōrero mō te heke o ngā pānui o ngā inoi, ngā reta a ngā Koroua ki te Kāwanatanga mō te whakatū i tētahi Kura i Ruatoki. Te nuinga o ēnei rauemi i rangahaua, i kitea, i te Whare pukapuka o Pōneke. Ko ētahi i te Whare pukapuka o Tāmaki. Ka tau te tono, ka kitea te tūtukitanga o te ao Pākehā ki te ao Māori, otirā, kua puta te kaupapa i whakatūria ake ai te kura hei whakatangata whenua i ngā tāngata, i ngā aronga hinengaro Māori kia rite ki tō te Pākehā.
Hai te Upoko tuatoru ka tirohia ko ngā tuhinga a ngā Tumuaki mai i te tau 1896 ki te tau 1979 mō te Kura o Ruatoki. Ka kite i roto i ā rātau tirohanga te āhua o tā rātau kaihautū i te rerenga o te kaupapa nei. Ko ngā kaihautū i te waka nei, he tūmau noa nā te Kāwanatanga hai whakatō i te Pākehātanga ki roto i te whatumanawa Māori.
He tini o te whārua i hinga i roto i ēnei tau i runga i ngā mate urutī, mate tauhou i pā ki roto i te whārua. Ahakoa tērā ka tukuna tonu ngā tamariki ki te kura i runga i te whakapono he oranga ka puta mai i reira. I te tau 1946 ka tū he kura tuarua, he Māori District High School. Ko te nuinga o ngā tamariki o Tawera rāua ko Ruatoki i haere mai ki tēnei kura. Tokoiti ia tau i whiwhi karahipi mō te haere ki ngā kura hāhi o Tīpene rāua ko Wikitōria. Tērā pea he tango atu i ēnei tamariki mai i ngā āhuatanga Māori o te whārua.
Hai te upoko tuawhā, ka whakakorehia te kura tuarua. Ko ngā take mō te katinga ka āta whakamāramahia. He mahi nanakia nā te tari Mātauranga me āna āpiha i runga i ngā nekeneke mō tēnei kaupapa.
Hai te Upoko tuarima ka whakarerekēhia ngā marautanga ako kia tau ko te kaupapa ako i roto i ngā reo e rua ki roto i te kura. He whakautu tēnei i te kōrero a Richard Benton o te N.Z.C.E.R e kī ana, "Kāore e roa ka ngaro te reo Māori." Koinei te wā i whakapihihia ake ai te kaupapa ako i roto i ngā reo e rua, ā, ka tiritiria ko te kaupapa Rumaki Reo.
Hai te Upoko tuaono ko te kōhuretanga o te kaupapa Māori me te puāwaitanga o ngā hinengaro me ngā wairua o ngā tamariki ki te āhua o te ako i ā rātau mahi i roto i tō rātau ake reo. I tīmatahia te kaupapa i te tau 1977. Tae rawa atu ki ngā tau o muri mai kua kitea kē te huringa o ngā ngākau ki te ako.
Hai te Upoko tuawhitu ka whakaatahia mai ngā whakanekeneke i raro i tēnei kaupapa. He nui ngā tutukitanga ki ngā ture i te whakatūtanga o ngā Kura mō Āpōpō.
Hei whakarāpopototanga i ngā moemoeā me ngā tūmanako ka titiro ake ki ngā waru tekau tau kua pahemo. Kua turuki ki te pō, ki te ao. Kua noho te pukenga o te kupu kōrero, kua taipū ngā kaupapa. Ko taku mahi he whakarārangi i ngā pikinga i ngā hekenga i ngā āhuatanga katoa i mahia i roto i tēnei kura mai kore ka kitea atu he māramatanga he huarahi rānei e tiketike ake ai ngā mahi ako, ngā akoranga, ki ēnei o ā tātau mokopuna o Ngāi Tūhoe e tipu mai nei. Nō reira ka hoki rawa ngā kauhau ki ērā i whakatakotohia mai e ngā mātua tīpuna. Ka tīkina atu te kōrero i reira hai whakatinana i ngā tūmanako mō te wharekura o Ruatoki i tēnei wā.

text: Te kura o Ruatoki 1896 - 1979 Ko tēnei tuhinga roa e kōrero ana mō te Kura o Ruatoki i roto i te rohe o te iwi o Tūhoe. I whakatūria he kura i te tau 1896 i runga i te inoi a ngā Koroua ki te Kāwanatanga o taua wā.
Hai te Upoko tuatahi, ka whakatakotoria ngā kōrero mō te āhua o te whenua, ngā tāngata me ā rātau nekeneke. Tutū ana te puehu i runga i ngā whakatū waewae ki te iwi, ki te Pākehā hoki mō taua whenua.
Hai te Upoko tuarua ka takoto ngā kōrero mō te heke o ngā pānui o ngā inoi, ngā reta a ngā Koroua ki te Kāwanatanga mō te whakatū i tētahi Kura i Ruatoki. Te nuinga o ēnei rauemi i rangahaua, i kitea, i te Whare pukapuka o Pōneke. Ko ētahi i te Whare pukapuka o Tāmaki. Ka tau te tono, ka kitea te tūtukitanga o te ao Pākehā ki te ao Māori, otirā, kua puta te kaupapa i whakatūria ake ai te kura hei whakatangata whenua i ngā tāngata, i ngā aronga hinengaro Māori kia rite ki tō te Pākehā.
Hai te Upoko tuatoru ka tirohia ko ngā tuhinga a ngā Tumuaki mai i te tau 1896 ki te tau 1979 mō te Kura o Ruatoki. Ka kite i roto i ā rātau tirohanga te āhua o tā rātau kaihautū i te rerenga o te kaupapa nei. Ko ngā kaihautū i te waka nei, he tūmau noa nā te Kāwanatanga hai whakatō i te Pākehātanga ki roto i te whatumanawa Māori.
He tini o te whārua i hinga i roto i ēnei tau i runga i ngā mate urutī, mate tauhou i pā ki roto i te whārua. Ahakoa tērā ka tukuna tonu ngā tamariki ki te kura i runga i te whakapono he oranga ka puta mai i reira. I te tau 1946 ka tū he kura tuarua, he Māori District High School. Ko te nuinga o ngā tamariki o Tawera rāua ko Ruatoki i haere mai ki tēnei kura. Tokoiti ia tau i whiwhi karahipi mō te haere ki ngā kura hāhi o Tīpene rāua ko Wikitōria. Tērā pea he tango atu i ēnei tamariki mai i ngā āhuatanga Māori o te whārua.
Hai te upoko tuawhā, ka whakakorehia te kura tuarua. Ko ngā take mō te katinga ka āta whakamāramahia. He mahi nanakia nā te tari Mātauranga me āna āpiha i runga i ngā nekeneke mō tēnei kaupapa.
Hai te Upoko tuarima ka whakarerekēhia ngā marautanga ako kia tau ko te kaupapa ako i roto i ngā reo e rua ki roto i te kura. He whakautu tēnei i te kōrero a Richard Benton o te N.Z.C.E.R e kī ana, "Kāore e roa ka ngaro te reo Māori." Koinei te wā i whakapihihia ake ai te kaupapa ako i roto i ngā reo e rua, ā, ka tiritiria ko te kaupapa Rumaki Reo.
Hai te Upoko tuaono ko te kōhuretanga o te kaupapa Māori me te puāwaitanga o ngā hinengaro me ngā wairua o ngā tamariki ki te āhua o te ako i ā rātau mahi i roto i tō rātau ake reo. I tīmatahia te kaupapa i te tau 1977. Tae rawa atu ki ngā tau o muri mai kua kitea kē te huringa o ngā ngākau ki te ako.
Hai te Upoko tuawhitu ka whakaatahia mai ngā whakanekeneke i raro i tēnei kaupapa. He nui ngā tutukitanga ki ngā ture i te whakatūtanga o ngā Kura mō Āpōpō.
Hei whakarāpopototanga i ngā moemoeā me ngā tūmanako ka titiro ake ki ngā waru tekau tau kua pahemo. Kua turuki ki te pō, ki te ao. Kua noho te pukenga o te kupu kōrero, kua taipū ngā kaupapa. Ko taku mahi he whakarārangi i ngā pikinga i ngā hekenga i ngā āhuatanga katoa i mahia i roto i tēnei kura mai kore ka kitea atu he māramatanga he huarahi rānei e tiketike ake ai ngā mahi ako, ngā akoranga, ki ēnei o ā tātau mokopuna o Ngāi Tūhoe e tipu mai nei. Nō reira ka hoki rawa ngā kauhau ki ērā i whakatakotohia mai e ngā mātua tīpuna. Ka tīkina atu te kōrero i reira hai whakatinana i ngā tūmanako mō te wharekura o Ruatoki i tēnei wā.

year: 1998