Professional learning

This is the third evaluation report of the Teach First NZ programme. Teach First is a pilot, field-based initial education programme run in partnership between Teach First NZ and the University of Auckland.

The report is available here.

Explores the role of vocational thresholds in capability development for general practice medicine, carpentry, and engineering technician work and how it can apply to learning in any field.

How do people learn to become general practitioners, carpenters and engineering technicians? This report is based on the Knowing Practice project and explores practice-based learning and capability building across three different fields. It is co-published by NZCER and Ako Aotearoa. 

This is a presentation on science PLD, given by Sabina Cleary of the University of Canterbury at the Building future-oriented science education in Aotearoa New Zealand conference in October 2014.

This new free "rapid prototype" resource will be of particular use in school staff professional development workshops, and can also be used or adapted for use with students, parents, school Boards of Trustees, and anyone with an interest in what and how young people learn, and how education could be organised in the future. It invites groups to explore their current thinking and to imagine alternatives that provoke new questions about knowledge, and the roles, relationships, and structures that are needed to support future-oriented learning. 

This article has been published in the journal Teachers and Teaching, Theory and Practice later this year. It reports on the factors that continued to sustain the initial commitment of a group of 57 primary and secondary teachers who had been identified early in their careers as individuals showing “promise” and who were predicted to make a significant contribution to teaching.

Albany Senior High School (ASHS) is a new senior secondary school intent on developing a curriculum for the 21st century. At the end of 2009 and 2010, its first two years of existence, it surveyed students on the learning approaches at the school. In this report, NZCER analysed the responses.