Providing a New Pathway into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand

Autor/inn/en	McPhillips, J. Clark; Melvin, N. E.; Carlyon, T.; Fisher, A.; Merry, R.
Titel	Providing a New Pathway into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand
Quelle	In: New Zealand Journal of Educational Studies, 58 (2023) 1, S.217-224 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carlyon, T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-023-00284-5
Schlagwörter	Elementary School Teachers; Biculturalism; Program Implementation; Alternative Teacher Certification; Preservice Teacher Education; Program Development; Barriers; Partnerships in Education; Stakeholders; Foreign Countries; Program Evaluation; Teacher Aides; Pacific Islanders; Ethnic Groups; New Zealand + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bikulturalität; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Hochschulpartnerschaft; Ausland; Programme evaluation; Programmevaluation; Handreichung; Lehrerhilfe; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Neuseeland
Abstract	In response to community and sector needs, in 2020 an Initial Teacher Education (ITE) provider in Aotearoa/New Zealand developed a Bachelor of Teaching (Primary) programme with a unique design as an alternative pathway into the profession. The design elements of the programme included being field-based, online, and with a bicultural kaupapa. This article reports on findings from research focussed on the implementation of the programme from the initial cohort of tauira and kaiako/associate teachers after the first year of the programme. Findings indicated that, while the programme had been in line with participants' expectations, they also highlighted some challenges. This included the connection between the programme elements, partnerships between stakeholders, and the communication needed to maintain and sustain the partnership around tauira learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01