title: A contextualized report on the impact of pre-service training on language teachers in Taiwan

authors: Johnson, Diane

abstract: The beliefs and practices of contemporary language teachers who have undergone professional training are expected to reflect some of the major changes and developments that have been reported in the literature on language teaching and learning. To determine whether this is actually the case, a large-scale research project was initiated at the University of Waikato in New Zealand a decade ago. Twelve PhD students have conducted research involving over 1,200 teachers of five different languages in a number of different countries . Each of the students has used a mixed method approach that combines questionnaire-based surveys with semi-structured interviews and classroom observations. .....

text: A contextualized report on the impact of pre-service training on language teachers in Taiwan The beliefs and practices of contemporary language teachers who have undergone professional training are expected to reflect some of the major changes and developments that have been reported in the literature on language teaching and learning. To determine whether this is actually the case, a large-scale research project was initiated at the University of Waikato in New Zealand a decade ago. Twelve PhD students have conducted research involving over 1,200 teachers of five different languages in a number of different countries . Each of the students has used a mixed method approach that combines questionnaire-based surveys with semi-structured interviews and classroom observations. .....

year: 2015

title: Will scholars trump teachers in New Zealand teacher education?

authors: Alcorn, Noeline

subjects: research culture

abstract: The Performance-Based Research Fund (PBRF) assessment process in 2003 highlighted the research imperative for academic staff in New Zealand teacher education. This imperative was not new: it was implicit in the tertiary education changes of 1990, which ended the university monopoly over degree granting and gave autonomy to colleges of education and polytechnics. Previous assumptions about the roles of university and college academics were challenged. Few teacher educators had engaged in research before 1990; staff were recruited from the profession on the basis of their professional expertise. Developing a research culture alongside the demands of teaching and professional involvement in schools leads to tensions that few institutions worldwide have been able to solve. This paper examines the experience of two New Zealand teacher education institutions in responding to the new research imperative, and then considers the impact of the PBRF process and reporting on policy and practice. It identifies significant issues for resourcing and developing capacity but concludes that research is an imperative of professional practice that has the capacity to enrich our teaching and inform policy. However, maintaining balance and equilibrium among the contradictory demands and pressures of research and teaching is still an essential goal if we are to serve education well.

text: Will scholars trump teachers in New Zealand teacher education? The Performance-Based Research Fund (PBRF) assessment process in 2003 highlighted the research imperative for academic staff in New Zealand teacher education. This imperative was not new: it was implicit in the tertiary education changes of 1990, which ended the university monopoly over degree granting and gave autonomy to colleges of education and polytechnics. Previous assumptions about the roles of university and college academics were challenged. Few teacher educators had engaged in research before 1990; staff were recruited from the profession on the basis of their professional expertise. Developing a research culture alongside the demands of teaching and professional involvement in schools leads to tensions that few institutions worldwide have been able to solve. This paper examines the experience of two New Zealand teacher education institutions in responding to the new research imperative, and then considers the impact of the PBRF process and reporting on policy and practice. It identifies significant issues for resourcing and developing capacity but concludes that research is an imperative of professional practice that has the capacity to enrich our teaching and inform policy. However, maintaining balance and equilibrium among the contradictory demands and pressures of research and teaching is still an essential goal if we are to serve education well.

year: 2005

title: E Ara Apanui

authors: Maxwell, Te Kahautu

abstract: E Ara Apanui recites the genealogical links between the Te Whakatōhea iwi and the host people of the Te Whānau a Apanui iwi. This new composition was performed by Ōpōtiki Mai Tawhiti at the Mātaatua Regional Kapa Haka Competition to qualify for Te Matatini 2013.

text: E Ara Apanui E Ara Apanui recites the genealogical links between the Te Whakatōhea iwi and the host people of the Te Whānau a Apanui iwi. This new composition was performed by Ōpōtiki Mai Tawhiti at the Mātaatua Regional Kapa Haka Competition to qualify for Te Matatini 2013.

year: 2012