This paper reports preliminary findings from NZCER research designed to explore the following questions:
- How difficult is it for teachers acculturated in 20th century ways of thinking about education and its purpose, to "shift their paradigm"?
- Do today’s teachers have the dispositions and competencies they are being required to develop in their students—given that their schooling was not designed to develop these?
- What kinds of learning environments would teachers need to develop these competencies and dispositions?
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