The Politics of Responsibility: Teacher Education and "Persistent Underachievement" in New Zealand

被引：9

作者：

Ell, Fiona ^{[1
]}

Grudnoff, Lexie ^{[1
]}

机构：

[1] Univ Auckland, Sch Learning Dev & Profess Practice, Auckland, New Zealand

来源：

EDUCATIONAL FORUM | 2013年 / 77卷 / 01期

关键词：

Global Economic Reform Movement (GERM); New Zealand; teacher education reform;

D O I：

10.1080/00131725.2013.739023

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Historically, New Zealand policy makers have defined quality teachers as those who form effective learning relationships with students and teach in culturally appropriate and responsive ways. Recent global emphasis on standardised test score improvement suggests that this definition is shifting, implying changes for the focus and the form of teacher education. This article explores this shift and its effect on raising achievement for learners in New Zealand schools and its implications for teacher education.

引用

页码：73 / 86

页数：14

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