Journal of Initial Teacher Inquiry, Volume 1 November 2015 (2015)
Type of ContentJournal Article
PublisherUniversity of Canterbury, College of Education, Health and Human Development
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’).
RightsCreative Commons Attribution 4.0 International License.
Showing items related by title, author, creator and subject.
Smaill, Erin (University of Canterbury, College of Education, Health and Human Development, 2015)Developing effective partnerships between parents and teachers are recognised as an effective way of supporting and maintaining student achievement. This critical literature review explores the power relationships that ...
Sutton, Gareth (University of Canterbury, College of Education, Health and Human Development, 2015)The literature reviews aims to investigate the effects that extracurricular activity engagement by teachers has on the teacher-student educational relationship. The review concludes that there are positives and negatives ...
Proctor, Olivia (University of Canterbury, College of Education, Health and Human Development, 2015)The New Zealand Curriculum (2007) puts forward the goal of promoting lifelong learning. A teacher may work as mediator to facilitate this goal by providing students opportunities to explore issues which relate to society ...