ITE programmes are currently in transition, facing changes in society and societal expectations, changing concepts about knowledge and its uses, changing roles for teachers and changes to teaching and learning approaches. These must all be accommodated within the constraints faced by tertiary providers of ITE as they cope with competing ...

In their introductory acknowledgements to this two-volume set, editors Robin Averill and Roger Harvey recall that the initial idea behind the books was to create a suitable text for secondary mathematics initial teacher education programmes, modelling the structure around the very successful editorial efforts of Jim Neyland with Mathematics Education ...

Curriculum is a hotly contested notion, yet it is a relatively new concept in educational thought. Pratt (1980) claims that it was only during the 20th century that attempts were made to describe, analyse and interpret curriculum as a phenomenon. Other writers (for example, Hargreaves, 1994) also claim that it ...

Miles Barker analyses the development of The New Zealand Curriculum from the point of view of preservice teacher education. He presents 20 challenges that he believes the new curriculum poses for teacher educators.

Using an infamous case of cyber bullying, Dennis Sumara, Brent Davis, and Tammy Iftody  examine how we should teach “ethical know-how” for use in the social spaces of the Internet—a world that disrupts empathy but vastly magnifies consequences as people have myriad connections but are rarely face to face.

In this article Jim Neyland responds to Dennis Sumara and Brent Davis in 2007’s Curriculum Matters, revealing how the writings of 20th century thinkers such as Niebuhr, Macquarrie, Korzybski, Fromm, and Dewey resonate with their idea of the “ex-centred” individual.

Years 7–10 have now been identified as a distinct learning pathway within The New Zealand Curriculum. Penny Bishop and John Downes recognise this as an opportunity to address the declining engagement of young adolescents with school. They present some principles that could be used to guide towards an engaging ...

Since 2004 Alfriston College has experimented with ways to remodel curriculum and curriculum delivery to meet 21st century learning needs. John Locke reports on how the school developed its innovative programme and the effects for students.

Rebecca Luce-Kapler reflects on how two groups of students responded very differently to a hypertext story in school and out of school. What this reveals about the mindset of schooling has far-reaching implications for how digital literacy is taught.

Jane McChesney and Bronwen Cowie explore the key competencies of thinking and using language, symbols, and text in terms of Mathematics and Statistics, Science, and Technology. What do these competencies mean in this context, and how do they relate to each other?