Now showing items 1-5 of 5

    • Being a secondary teacher 

      Davey, R.; Kane, R.; Lovett, S.; Stephens, C. (University of Canterbury. School of Educational Studies and Human Development., 2006)
    • Initial Teacher Education Policy and Practice 

      Kane, R.G.; Burke, P.; Cullen, J.; Davey, R.; Jordan, B.; McCurchy-Pilkington, C.; Mansell, R.; MacIntyre, L.; Scrivens, C.; Simpson, M.; Stephens, C.; Waiti, P.; Butler, P.; Godin-McKerras, L. (University of Canterbury. School of Literacies and Arts in Education, 2005)
      The purpose of this study was to generate a systematic description of policy and practice across qualifications of initial teacher education in Aotearoa New Zealand. The study was conducted in two phases. Data from ...
    • Integrating CALL in ESOL classrooms: Understanding teachers' perspectives and meeting students' needs 

      Farshad Nia, S.; Davey, R. (University of Canterbury. School of Teacher Education, 2014)
      In line with the needs of the 21st century learners and dramatic improvements in schools’ technological infrastructures, it is expected that the integration of digital tools into language learning courses would take a ...
    • Learning to be a secondary English teacher: Complex realities in the first 18 months 

      Lovett, S.; Davey, R. (University of Canterbury. School of Educational Studies and Human Development., 2008)
      This paper focuses on the experiences of 12 beginning secondary school English teachers who have self-selected into the second phase of the TLRI funded 'Making a difference? The role of initial teacher education and beginning ...
    • Self-Study Research: Modelling graduating teacher standards for pre-service teachers 

      North, C.; Conner, L.; Davey, R. (University of Canterbury. School of Educational Studies and LeadershipUniversity of Canterbury. School of Sport & Physical EducationUniversity of Canterbury. School of Teacher Education, 2014)
      Graduating teacher standards have been critiqued as creating a binary between teacher knowledge and practice (Aitken, Sinnema and Meyer, 2013). The new model they propose requires justifiable teacher decisions. Through ...