Signing Off the Standards, Making the Disciplines Mandatory
The place of the foundational disciplines in teacher education has long been an issue of on-going debate amongst programme developers, teacher educators and students. In 1951 a departmental report on the recruitment, education and training of teachers acknowledged that the work of practising teacher...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Tuwhera Open Access Publisher
2023-06-01
|
| Series: | New Zealand Journal of Teachers' Work |
| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/443 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849472001408761856 |
|---|---|
| author | Maxine Stephenson Nane Rio |
| author_facet | Maxine Stephenson Nane Rio |
| author_sort | Maxine Stephenson |
| collection | DOAJ |
| description | The place of the foundational disciplines in teacher education has long been an issue of on-going debate amongst programme developers, teacher educators and students. In 1951 a departmental report on the recruitment, education and training of teachers acknowledged that the work of practising teachers, academics and research students in a number of disciplinary areas had resulted in ‘an immense growth of knowledge relevant to the business of education’ (Campbell, 1951, p.2). Concerned educators, who have been aware of the limitations of our educational system in providing equitable outcomes for all students, have seized the opportunities such knowledges have provided to inform their practice. Others have remained sceptical and chosen to ignore the possibilities that attention to such insights may offer. However, with the introduction of the Graduating Teacher Standards (New Zealand Teachers Council [NZTC], 2008) and the imperative for students to demonstrate critical engagement with contextual factors, courses drawing on disciplinary perspectives have become mandatory. It is no longer possible for graduating teachers to accept the advice of less critical and more sceptical colleagues to forget the theory of education since they are about to go into the real world.
|
| format | Article |
| id | doaj-art-b4b90d6612bf465cb1517c339395890d |
| institution | Kabale University |
| issn | 1176-6662 |
| language | English |
| publishDate | 2023-06-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-b4b90d6612bf465cb1517c339395890d2025-08-20T03:24:39ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622023-06-0120110.24135/teacherswork.v20i1.443Signing Off the Standards, Making the Disciplines MandatoryMaxine Stephenson0Nane Rio1University of AucklandUniversity of AucklandThe place of the foundational disciplines in teacher education has long been an issue of on-going debate amongst programme developers, teacher educators and students. In 1951 a departmental report on the recruitment, education and training of teachers acknowledged that the work of practising teachers, academics and research students in a number of disciplinary areas had resulted in ‘an immense growth of knowledge relevant to the business of education’ (Campbell, 1951, p.2). Concerned educators, who have been aware of the limitations of our educational system in providing equitable outcomes for all students, have seized the opportunities such knowledges have provided to inform their practice. Others have remained sceptical and chosen to ignore the possibilities that attention to such insights may offer. However, with the introduction of the Graduating Teacher Standards (New Zealand Teachers Council [NZTC], 2008) and the imperative for students to demonstrate critical engagement with contextual factors, courses drawing on disciplinary perspectives have become mandatory. It is no longer possible for graduating teachers to accept the advice of less critical and more sceptical colleagues to forget the theory of education since they are about to go into the real world. https://ojs.aut.ac.nz/teachers-work/article/view/443 |
| spellingShingle | Maxine Stephenson Nane Rio Signing Off the Standards, Making the Disciplines Mandatory New Zealand Journal of Teachers' Work |
| title | Signing Off the Standards, Making the Disciplines Mandatory |
| title_full | Signing Off the Standards, Making the Disciplines Mandatory |
| title_fullStr | Signing Off the Standards, Making the Disciplines Mandatory |
| title_full_unstemmed | Signing Off the Standards, Making the Disciplines Mandatory |
| title_short | Signing Off the Standards, Making the Disciplines Mandatory |
| title_sort | signing off the standards making the disciplines mandatory |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/443 |
| work_keys_str_mv | AT maxinestephenson signingoffthestandardsmakingthedisciplinesmandatory AT nanerio signingoffthestandardsmakingthedisciplinesmandatory |