Journal of Initial Teacher Inquiry (2018). Volume 4

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dc.contributor.authorMillin, Mark
dc.contributor.authorSato, Mistilina
dc.contributor.authorShaw, Emma
dc.contributor.authorMarshall, Esther
dc.contributor.authorAleysha, Kerrigan
dc.contributor.authorMoratti, David
dc.contributor.authorSally, Hayes
dc.contributor.authorCaitlin, Swan
dc.contributor.authorMillar, Sarah
dc.date.accessioned2021-04-28T02:09:22Z
dc.date.available2021-04-28T02:09:22Z
dc.date.issued2018en
dc.description.abstractWelcome to the fourth issue of the Journal of Initial Teacher Inquiry. The journal is a celebration of inquiry-based research as undertaken by Initial Teacher Education (ITE) students completing the intensive, one-year Master of Teaching and Learning (MTchgLn) programme at the University of Canterbury, Christchurch, New Zealand. The MTchgLn programme whakataukī (proverb) resonates the values and aspirations we hope to instill in our ITE students as they embark on their own lifelong educational journeys: Ahakoa he iti, he pounamu – Although it is small, it is greenstone.en
dc.identifier.urihttps://hdl.handle.net/10092/101819
dc.identifier.urihttp://dx.doi.org/10.26021/10873
dc.language.isoen
dc.publisherUniversity of Canterburyen
dc.rightsCreative Commons Attribution 4.0 International License.en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subject.anzsrcField of Research::13 - Educationen
dc.titleJournal of Initial Teacher Inquiry (2018). Volume 4en
dc.typeJournal Articleen
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