Teachers’ teachers gather
One hundred and eighty teacher educators from around New Zealand gather in Auckland on Monday 5 July for their biennial
conference, hosted by Auckland College of Education.
The Teacher Education Forum of Aotearoa New Zealand (TEFANZ) is the national voice for teacher education, formed in
1999. It is made up of the public and private providers of teacher training qualifications above degree level.
The three-day conference, attended by the country’s top teacher education academics, is themed “Teaching and research,
research and teaching”.
Sixty presentations will span early childhood through to secondary teacher training, examining diverse issues from the
latest performance-based research exercise, through to preparing competent teachers, ongoing professional support, the
debate on the qualifications structure, valuing of Maori, the impact of government policy on the education community,
the use of information communications technology (ICT) in schools, spiritualism in teaching and more.
On Tuesday Hon Trevor Mallard will address the conference and present the TEFANZ Excellence in Educational Journalism
Award.
TEFANZ 2004: Auckland College of Education, Monday 5 July to Wednesday 7 July inclusive. 74 Epsom Ave, Epsom, Auckland.
Full programme on www.tefanz.org.nz. Media welcome to attend. Enquiries/rsvps: Susan Pattullo, (09) 623 8899 x 8782/
(027) 588 0557, or Eddy van Til, (021) 214 3663.
*******Programme overview*********
Monday’s keynote address “Value by Performance” will be delivered by Welby Ings, Associate Professor in Design at
Auckland University of Technology, winner of the Prime Minister’s inaugural Supreme Award for Tertiary Teaching
Excellence in 2001 and an outspoken critic of dehumanised systems of learning.
He will argue that the New Zealand education system has replaced the process of learning with simply measuring
performance at all costs. Discussing examples of student work, he advocates replacing working for grades with valuing
the intrinsic nature of the learning activity, part of a process he labels “trading beyond experience” to put the
humanity back into learning.
World-renowned educationalist Professor Fred Korthagen from Utrecht University in The Netherlands will deliver Tuesday’s
keynote lecture. Prof Korthagen argues that professional development of teachers, in order to succeed, needs to address
people's core personal qualities that affect them professionally. He will discuss strategies that help people to become
aware of their personal qualities, particularly their strengths, and how to develop them as part of their professional
identity.
Some other topics and themes: Whether information and communication technology (ICT) in New Zealand schools is
helping or hindering the real goals of education.
The impact of government restructuring of education on the way colleges of education operate within their professional
community
Teacher education at Zayed University in Dubai
A workshop exploring the contents and implications of a four-year teaching degree supporting a “unified teaching
service”
The central importance of spiritual development and what it means to be a spirit-aware teacher
Tolerance in schools for people with different sexual identities
Participation by Maori in power-sharing in state-funded education and assertion of dominant western worldviews
The emotional atmosphere of classrooms and how this impacts on students’ emotional development
Achieving better transition from home to early childhood centres
Research on optimum school size for student success
Broadening the focus of initial teacher education programmes beyond teaching and learning at the school to better study
the social, political and ethical contexts of teachers work including professionalism and the purposes of education
Findings from the Ministry’s maths initiative – the “Numeracy Development Project” in 2003 in relation to different
groups of students
Preparation for teaching in low decile schools
Preparation of students for teaching in Maori medium schools
A synthesis of evidence about quality teacher education practice and the implications
Employers’ views of beginning teachers and views of the new teachers on how well their programmes have prepared them
What attracts school leavers into teaching and their perceptions of teaching as a career
Discussion of guidelines that help schools identity gifted and talented students from minority cultures
Students’ perspectives on the meaningful and relevant lecture
Benchmarks for measuring the proficiency of teachers in Mâori language education
Listening to the views of secondary students to improve student learning
The problem with Kaupapa Maori: serving the class interests of the neotribal capitalist elite
Report on a noho Marae based programme in Rotorua designed to provide in depth instruction and experiences in the Maori
world
Using video as a means of creating dialogue on issues of diversity, and implications for teacher pedagogy
Tensions between teaching and research within teacher education
Non-university teacher education providers weakened under PBRF ‘rankings’
Preparing beginning teachers to work with diversity amongst their students in the inclusive classroom
Importance of ongoing professional developing through induction programmes for novice teachers
Pasifika peoples’ involvement in ECE teacher education moving Pasifika peoples from the background to the foreground
Reflections from the PBRF Education Panel: The status of education research and recommendations for the future.
Teacher educators from the following institutions are presenting:
Auckland College of Education Christchurch College of Education Dunedin College of Education University of Auckland
School of Education Waikato University School of Education Massey University School of Education Otago Unversity
Auckland University of Technology Manukau Institute of Technology Bethlehem Institute Haemata Ltd Monash University,
Australia
Presentations by other organisations:
New Zealand Educational Institute Ministry of Education Post-primary Teachers Association New Zealand Principal and
Leadership Centre New Zealand Teachers’ Council