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dc.contributor.authorKeesing-Styles, Linda
dc.contributor.authorAyres, Robert
dc.contributor.authorNash, Simon
dc.date.accessioned2015-04-30T02:31:01Z
dc.date.available2015-04-30T02:31:01Z
dc.date.issued2013
dc.identifier.urihttps://hdl.handle.net/10652/2787
dc.description.abstractThis presentation reports on research into a whole of institution curriculum renewal project in a New Zealand tertiary institution. The project - influenced by the work of writers including Barnett (2000), Doll (2002) and Barnett and Coate (2005) - aimed to reframe learning as ‘conversation’ and develop programmes that are integrated with the world and genuinely dynamic. During the project, teachers were inevitably challenged to reflect on their ontological and epistemological beliefs (Ball, 2003) and to consider a range of pedagogical implications. While the institutional project focused on curriculum reform, the researchers who carried out a parallel investigation into teacher perspectives confronted the implications for teachers’ sense of identity and for their pedagogies in these new places. The institutional project was underpinned by explicit assumptions and expectations around what a teacher needs to ‘be’ in their role and the types of pedagogies they might employ. Using departmental focus groups and interviews with teachers, the research identified through thematic analysis what helped and hindered the process of rethinking ‘teacher’. It also captured changes in teachers’ beliefs and practices and considered whether teachers were any better placed to meet contemporary educational challenges as a result of their reflections. The presentation will outline key findings from the project that address these issues and report on the subsequent interventions designed to resolve them.en_NZ
dc.language.isoenen_NZ
dc.publisherHigher Education Research and Development Society of Australasia (HERDSA)en_NZ
dc.subjectcurriculum renewalen_NZ
dc.subjectpedagogyen_NZ
dc.subjectreflective teachingen_NZ
dc.subjectteacher developmenten_NZ
dc.titlePlacing ourselves to confront present and future curriculum challengesen_NZ
dc.title.alternativeHow do we support teachers to be most effectively placed to meet the challenges of educating 21st Century learners?en_NZ
dc.typeConference Contribution - Oral Presentationen_NZ
dc.rights.holderHigher Education Research and Development Society of Australasia (HERDSA)en_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationKeesing-Styles, L., Ayres, R., and Nash, S. (2013). Placing ourselves to confront present and future curriculum challenges. Paper presented at Higher Education Research and Development Society of Australasia Conference, Auckland: New Zealand.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.conference.titleThe place of learning and Teaching. 36th HERDSA Annual International Conference.en_NZ
unitec.conference.orgHigher Education Research and Development Society of Australasia (HERDSA)en_NZ
unitec.conference.locationAuckland: New Zealanden_NZ
unitec.conference.sdate2013-07-01
unitec.conference.edate2013-07-04
unitec.peerreviewedyesen_NZ
unitec.identifier.roms55887en_NZ


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