Skip to Content
New information following the change in COVID-19 alert levels. massey.ac.nz/coronavirus
Institute of Education
College of Humanities & Social Sciences
Postgraduate Initial Teacher Education: A New Zealand Mixed Methods Study
In comparison to similar cohorts in OECD countries, an ever widening gap exists between high-achieving Pākeha students and low-achieving students of Māori and Pasifika descent (Education Review Office, 2012; OECD, 2015). In light of these persisting educational inequities in New Zealand, attention needs to focus on promoting the academic performance of underachieving priority learners in New Zealand. The rapidly changing New Zealand population demographics, coupled with priority learners' educational disparities, underscore the importance of developing and designing new initiatives in the design of exemplary initial teacher education (ITE) programmes. The Ministry of Education (2011) has recently approved new initiatives in ITE programmes underpinned by a focus on cultural inclusiveness. To prepare culturally efficacious teachers who are capable of adapting their teaching to the needs of priority learners, requires a significant shift in ITE programme design. With this challenge in mind, this study will investigate the effectiveness of a one-year postgraduate ITE programme designed to develop graduate teachers who have the skills and competencies to adapt their practice in evidence-informed ways to enhance priority learners’ academic outcomes.
Growing international evidence acknowledges that effective ITE should promote diversity, inclusion and equity. In as much as the postgraduate ITE programme is in its pilot phase, it is critical to understand its impact to prepare future teachers to effectively teach New Zealand's priority learners.
This research is important for all teachers, educators and decision makers in investigating the effectiveness of a one-year postgraduate ITE programme in preparing culturally efficacious teachers who are capable of adapting their practice in evidence-informed ways to enhance priority learners’ academic outcomes.
I am originally from Egypt. I chose Massey University's reputable Institute of Education for the comprehensive researcher training and development opportunities it provides. In particular, it has leading expert academics who extend solid support which is essential throughout my PhD journey. Of much greater practical significance is the fact that both my main supervisor, Associate Professor Sally Hansen, Director of Professional Education and co-supervisor, Dr. Alison Sewell, Senior Lecturer, have research interests and expertise in design and developing innovative and exemplary ITE programmes. I wish to continue in academia and become an independent researcher after I complete my PhD project.
Page authorised by Web Content Manager
Last updated on Tuesday 04 April 2017