This article explores the way in which a teacher educator worked with a group of undergraduate student teachers to use social sciences as a vehicle for developing three key competencies. While the study is primarily practitioner focused, it does include student perspectives of the learning process. The argument is ...

This article reports how two first-year student teachers have used their initial teacher education programme experiences in science education to gain a better understanding of The New Zealand Curriculum (Ministry of Education, 2007) and its overarching science strand, the Nature of Science. These student teachers demonstrate how they would ...

National developments in curriculum and pedagogy have prompted interest in the ways that teachers plan for teaching. Preservice teachers are at a particular point in their teaching journey, yet little is known about how they go about planning for long-term student learning. This article discusses results from a study ...

The scientific management of compulsory education in Aotearoa New Zealand has been well documented and it appears that it is being extended to early childhood education (ECE). Using the language of scientific management as a default language for describing the purpose and function of education is a key means ...

This study explores how the stories of two teachers’ classroom practice intersect with current policies relating to primary mathematics education in New Zealand. It is identified through this study that fully enacting policy in mathematics holds challenges for the participant teachers, particularly owing to the incoherence of policies relating ...

This article examines the possibilities for challenging hegemonic understandings associated with the rehabilitation of intellectually disabled offenders detained for compulsory care and management, through the design of a tertiary diploma programme. The curriculum was developed to prepare care co-ordinators and care managers appointed to administer a piece of New ...

Joce Nuttall (Ed.). (2013). Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice. 2nd edition. Wellington: NZCER Press. ISBN: 978-1-927151-81-5

Reviewed by Alexandra C. Gunn, University of Otago, College of Education

Whether and how to assess key competencies is a subject of debate and constitutes a main challenge in the implementation of key competencies within the New Zealand curriculum. The use of rubrics in criteria-based assessment may not take into consideration the situated and emergent nature of learning because the assessment ...