School of Education - Te Kura Mātauranga

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https://hdl.handle.net/10292/3300
Research within the School of Education - Te Kura Mātauranga is driven by students working towards postgraduate qualifications, staff pursuing their own research interests, and contracts for funding agencies such as the Ministry of Education and other partners. Research interests in the School of Education include; Learning and teaching, theory and practice, Curriculum and development, Teacher education, Early childhood education, Adult and tertiary education and development, Schools, E-learning, Educational administration, and Professional inquiry and practice.

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Now showing 1 - 5 of 228
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    Sustaining Teacher Education During COVID-19: Challenges with Remote Teaching and Learning Faced by Preservice Mathematics Teachers
    (Wiley, 2024-10-28) Rabaza, Msebenzi; Enu, Justice; Ngcobo, Zanele Annatoria; Jhagroo, Jyoti
    Education institutions worldwide implemented remote teaching and learning to ensure the sustainability of their academic programmes and continuity of study. However, evidence from the literature revealed that remote teaching and learning posed challenges to teaching and learning. This study seeks to explore whether there is a relationship between remote teaching and learning and the challenges faced by preservice mathematics teachers when learning mathematics education during COVID-19. It focuses on remote teaching at four universities: two in South Africa, one in Ghana, and one in New Zealand. The study design followed a quantitative research approach, with 95 preservice mathematics teachers from the four universities randomly assigned to complete an online survey after signing informed consent forms. This study revealed two challenging factors facing preservice mathematics teachers during remote teaching and learning: data, and technological devices for learning. The findings revealed no significant difference (p < 0.000) between remote teaching and learning and the challenges faced by preservice mathematics teachers when learning during the COVID era. Therefore, the null hypothesis is rejected, since p < 0.05. This study concludes that a significant relationship exists between accessibility to technological devices for learning as a challenge to preservice teachers and remote teaching and learning during COVID-19. It is recommended that appropriate technological devices are provided to assist preservice teachers to study mathematics education, thus ensuring continuing access to quality education.
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    A Realist Conceptual Methodology for Qualitative Educational Research: A Modest Proposal
    (Springer Science and Business Media LLC, 2024-10-07) Lourie, M; McPhail, G
    This article explains and illustrates an approach to the design of qualitative inquiry in education using a conceptual methodology informed by a realist ontology. It is written with research novices in mind, based on two observations we have made while supervising postgraduate students. The first is that the methodology literature education students often engage with tends to focus on interpretivist-constructivist approaches. The second observation is that it can be challenging for students to find appealing and accessible material which employs realist informed methodology. To counter this we offer a general introduction to undertaking educational research informed by a realist ontology drawing on a simplified account of critical realism (CR). We illustrate the key concepts of this approach using examples from postgraduate studies in education. It is our hope that this article may stimulate wider discussion about the possibilities, development, and use of realist approaches.
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    Tiktok Videos, Carnivalesque Provocations for Teachers: Political Responses to Populism's Right-Wing: Pedagogical Provocations
    (Brill, 2024-09-02) Westbrook, F
    This article explores how TikTok videos, situated in a postdigital space and means of engagement, visibilise divergent responses to right-wing, populist political governments with anti-liberal, anti-socialist policies, offering video-based provocations for teachers. Even traditionally left-wing havens are shifting to right-wing populism, seemingly exemplified by the Aotearoa Coalition Government, implicating the prevalence of this phenomena. Due to education being an ideological battlefield, teachers are heavily implicated by such shifts, encouraging a visibilising of spaces and strategies for their responses. In this article, Mikhail Bakhtin's dialogic philosophy, with special attention to his concept of carnivalesque, is brought into conversation with TikTok videos, facilitating a means to conceptualise and analyse this postdigital, divergent underground as a mirthing means of speaking back. These mocking, visual responses to right-wing governments are then signalled as provocations for teachers experiencing a rise of populist policies. This article concludes by suggesting how teachers may utilise TikTok videos to politically speak back in divergent ways to right-wing governments, encouraging creative and diverse engagements in this postdigital platform.
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    Editorial: 20 Years of Teachers' Work - Looking Back and Looking Forward (Part 1)
    (Faculty of Education, University of Canterbury, Aotearoa New Zealand, 2023-06-30) Teschers, Christoph; Devine, Nesta; Couch, Daniel
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    A New Materialist (Re) Configuring of Sexuality, Age, and the Discourse of ‘Childhood Innocence’
    (Wiley, 2024-09-19) Ingram, Toni; Allen, L
    This article explores the potential of feminist new materialisms for rethinking enduring debates that cohere around children, sexuality, age and ‘childhood innocence’. A new materialist ontology of sexuality and Karen Barad's concept of spacetimemattering are employed to conceptualise sexuality as an emergent becoming of relational material-discursive forces. Within this paradigm, mobilisation of arguments about ‘sexual innocence and readiness’ become a matter of entanglement of contingent ‘things’, ‘spaces’ and ‘ideas’, that includes young people's own sexual knowledge. We consider how this reorientation shifts the contours, debates and possibilities of sexuality education beyond restrictive ‘age-appropriate’ narratives.
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