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dc.contributor.authorAlcorn, Noelineen_NZ
dc.contributor.editorMcGee, Cliveen_NZ
dc.date.accessioned2015-12-06T21:15:20Z
dc.date.available2015en_NZ
dc.date.available2015-12-06T21:15:20Z
dc.date.issued2015en_NZ
dc.identifier.citationAlcorn, N. (2015). Reviews of teacher education in New Zealand 1950–1998: Continuity, contexts and change. Waikato Journal of Education, 20th Anniversary Collection, 141–151.en
dc.identifier.issn1173-6135en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/9798
dc.description.abstractAfter a period of 40 years of relative political and professional consensus, teacher education in New Zealand since 1990 has undergone considerable change. This has taken place in a policy environment where the rhetoric of choice and accountability has been dominant and suspicion of professionals and academics widespread. This paper examines a series of major reports on teacher education in each decade since 1950, from the Consultative Committee chaired by Arnold Campbell in 1951 to the Green Paper of 1997, tracking both the professional expectations and the social contexts. It focuses in particular on the changing concepts of professionalism and accountability and argues that a new order needs to be built that incorporates wider perspectives but does not silence the professionals.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, UoW, Hamilton, New Zealanden_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleReviews of teacher education in New Zealand 1950–1998: Continuity, contexts and changeen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v20i3.230
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page141
pubs.elements-id134265
pubs.end-page151
pubs.volume20th Anniversary Collectionen_NZ
dc.identifier.eissn2382-0373en_NZ


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