Teacher education, both initial and continuing, is key to successfully realising the opportunities of the New Zealand Curriculum. This project examines shifts in the conceptualisation of knowledge and learning in learning outcomes and course design in initial and in-service teacher education. It addresses the central questions:
1.How are the shifts in conceptualisation of knowledge and learning interpreted within the different knowledge domains of the practitioners (teacher educators) in this research? How do these shifts affect the way the NZC is interpreted and implemented?
2.What are the characteristics of effective innitiatives for shifting student teachers’ and teachers’ conceptualisations of knowledge and learning?
3.How do shifts in the conceptualisation of knowledge and learning affect student teachers’ and teachers’ interpretations of the NZC?
This research will inform and empower teacher education as an essential component of the effective implementation of the New Zealand Curriculum.