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Exploring the front end of New Zealand curriculum in student teacher education: an example from language and mathematics education.

Abstract
This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.
Type
Journal Article
Type of thesis
Series
Citation
Bailey, J., Blakeney-Williams, M., Carss, W., Cowie, B., Hawera, N. & Taylor, M. (2010). Exploring the front end of New Zealand curriculum in student teacher education: an example from language and mathematics education. Waikato Journal of Education, 15(1), 65-77.
Date
2010
Publisher
Faculty of Education, University of Waikato
Degree
Supervisors
Rights
© 2010 Waikato Journal of Education. It is posted here by permission for personal use.