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

Abstract

ABSTRACT

Grappling with the complexity of the New Zealand Curriculum: Next steps in exploring the NZC in initial teacher education

“…Previous research indicated student teachers find learning and implementing aspects of the New Zealand curriculum document challenging (Bailey et al, 2010). This research showed that many student teachers had difficulties integrating new ideas with their own perceptions of teaching in order to meet curriculum expectations.…”

A Critique of New Zealand’s Exclusive Approach to Intercultural Education

“…To address such disparities, the national curriculum was revised in 2007, with the incorporation of a substantial section on values and key guiding principles (Bailey et al 2015 ; Ministry of Education 2015 ). Four of these principles have direct implications for schools: (1) acknowledgement of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand; (2) recognition of New Zealand’s cultural diversity and the histories and traditions of all its people; (3) social inclusion for all social groups; and (4) encouragement of community engagement.…”

“…Four of these principles have direct implications for schools: (1) acknowledgement of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand; (2) recognition of New Zealand’s cultural diversity and the histories and traditions of all its people; (3) social inclusion for all social groups; and (4) encouragement of community engagement. These principles provide broad direction to schools while making them responsible for independently interpreting, designing and reviewing their curricula (Bailey et al 2015 ). However, small-scale studies from two multi-ethnic schools in Auckland have indicated that in reality, schools have faced numerous challenges as a result of the general nature of the document, with no clear conceptualizations of the key terms and concepts, minimal guiding strategies and lack of professional development opportunities (Cardno et al 2018 ).…”

Research and Application of Web Front-End Development Micro-Speciality Curriculum System in Higher Vocational Colleges

“…As a convenient and easy-to-use tool and platform, the website is becoming more and more closely integrated with people's lives, requiring a large number of web front-end developers to invest in the Internet industry. With the increasing demands on the interaction and performance of web applications, as well as the rapid development of related web front-end technologies such as HTML 5 and CSS 3, the difficulty of web front-end development technologies has become more and more professional [1]. Simple web page production can no longer meet the market's requirements for web front-end development talents.…”