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Journal of Initial Teacher Inquiry, Volume 1 November 2015 (2015)

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Journal Article
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http://hdl.handle.net/10092/11471
http://dx.doi.org/10.26021/850

Publisher
University of Canterbury, College of Education, Health and Human Development
ISSN
2463-4417
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Authors
Jones, Graeme
Humphrey-Taylor, Heather
Gledhill, Aimee
Smaill, Erin
Proctor, Olivia
Noetzli, Veronica
Brownlee, Lucy
Sutton, Gareth
Foote, Alice
Hook, Nicole
Smith, Ethan
Areli, Sione
Wells, Corinna
Griffin, Kim
Sinclair, Nathan
Shimasaki, Nicholas
Williamson, Genevieve
Johnson, Sasha
Mehrtens, Nicole
McFadzien, Nicki
Price, Vanessa
Houghton, Christopher
Ewing, Hannah
Editors
Astall, Chris
Fastier, Murray
Fickel, Letitia
Abstract

Welcome to the inaugural issue of the Journal of Initial Teacher Inquiry. This special issue has a focus on contemporary teaching and learning issues. This journal celebrates inquiry based research as conducted by Initial Teacher Education (ITE) students completing the intensive, one year Master of Teaching and Learning (MTchgLn) course at the University of Canterbury, Christchurch, New Zealand. The MTchgLn is a new initial teacher education qualification with a particular focus on inclusive and culturally responsive teaching and learning in support of Māori and diverse learners, including Pasifika youth, students for whom English is a second language, those from low-socioeconomic backgrounds and those who experience special learning needs (i.e. Ministry of Education defined ‘priority’).

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Creative Commons Attribution 4.0 International License.
Creative Commons Attribution 4.0 International License.
Except where otherwise noted, this item's license is described as Creative Commons Attribution 4.0 International License.