The focus of the School of Teacher Education Practice is on examining and developing teachers’ professional practice in context. Effective teacher education practice is not only dependent on programme cohesion and coherence, but also on collaboration with early childhood and school communities.
There are five themes that underpin the teaching and research agenda for the School:
- the nature of the practice setting
- the nature of the learners’ experience in the practicum setting
- the role of supervisors/mentors in field based settings
- the nature of the relationship between practitioners, student teachers and faculty in the practicum
- the connection of the practicum to the Faculty’s teacher education programmes
Opportunities for practice in pre-service teacher preparation programmes are designed to scaffold student teachers’ experience in controlled contexts that approximate "real-life" situations. On practicum, student teachers are required to demonstrate, in a range of contexts, their ability to integrate and apply their developing knowledge, skills and understandings and to articulate and justify theories that underpin and guide their practice.
The school is responsible for assessing student teaching practice against the Faculty of Education’s teacher education standards and the associated NZ Teachers’ Council Standards. Given the number of people involved in this process (student teachers, faculty, practitioners) the School will engage in ongoing inquiry and collaboration with internal and external stakeholders into the way practicum is theorized, constructed and operationalized.
The School’s research agenda and postgraduate courses are designed to critique and enhance the educational potential of practice settings for professional learning in relation to the School’s five underpinning themes.
Dr Lexie Grudnoff
Head of School
