The Politics of Responsibility: Teacher Education and "Persistent Underachievement" in New Zealand

Autor/inn/en	Ell, Fiona; Grudnoff, Lexie
Titel	The Politics of Responsibility: Teacher Education and "Persistent Underachievement" in New Zealand
Quelle	In: Educational Forum, 77 (2013) 1, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2013.739023
Schlagwörter	Teacher Education; Foreign Countries; Underachievement; Politics of Education; Educational Responsibility; Educational Philosophy; Change Strategies; Educational Change; Context Effect; Educational Policy; Educational Quality; Educational Improvement; New Zealand + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Performance deficiency; Leistungsschwäche; Educational policy; Bildungspolitik; Erziehungsverantwortung; Bildungsphilosophie; Erziehungsphilosophie; Lösungsstrategie; Bildungsreform; Politics of education; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Neuseeland
Abstract	Historically, New Zealand policy makers have defined quality teachers as those who form effective learning relationships with students and teach in culturally appropriate and responsive ways. Recent global emphasis on standardised test score improvement suggests that this definition is shifting, implying changes for the focus and the form of teacher education. This article explores this shift and its effect on raising achievement for learners in New Zealand schools and its implications for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10