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Associate Professor Mistilina Sato

Contact

Department: School of Teacher Education

Email: misty.sato@canterbury.ac.nz

Direct Dial: +64 3 3690513

Office: Rehua 522

Language: English

In my pragmatic philosophy approach, I value purpose-driven and practice-centered knowledges while also valuing the need for shared ways of doing.
About
Research / Creative works
Projects
Methods & Equipment

Fields of Research

  • Teacher professional learning
  • Teacher performance assessment
  • Policies that impact teachers and teaching practice
  • Teacher inquiry
  • Teacher education program design
  • Teacher leadership
  • Phronesis and practical knowledges
  • Practice-based learning
  • Dispositions for teaching in equity-driven ways

Researcher Summary

My research focuses on teachers and teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and policies that affect teachers and teaching. Most recently, I was part of an international team of researchers who studied how policies support high quality and equitable teaching in high performing jurisdictions around the world. My book focused on Shanghai and the Chinese national policy landscape. I am also interested in how teacher performance assessments can capture the complexity of teaching in authentic and reliable ways when implemented within local contexts and have directed the development and implementation of an equity-centered dispositions assessment system for teachers. Practice-centered program design for teacher education has also been a core part of my work for the past several years leading to several conference papers and a book in progress. I began my career as a middle school science teacher and continue to value the collaborative relationships that teachers develop regardless of where or who they teach. I hold a Ph.D. from Stanford University in curriculum and teacher education and a B.A. from Princeton University in geological sciences.

Subject Area: Disciplines

  • Education: Assessment and Evaluation; Educational Leadership; Educational Policy and Practice; Pre-Service Teacher Education; Teacher Education; Teacher Learning

Research/Scholarly/Creative Works

(Displaying research/scholarly/creative work from 2018 to 2020)
Journal Articles
  • Fujimura Y. and Mistilina S. (2020) How Japanese education boards frame teacher education as a training, learning, and policy problem. Journal of Education for Teaching 46(1): 20-35. http://dx.doi.org/10.1080/02607476.2019.1708625.
Chapters
  • Fujimura Y. and Sato M. (2020) Reflecting on Japanese teacher education by looking globally at teacher education through a policy learning lens. In Fox J; Alexander C; Aspland T (Ed.), Teacher Education in Globalised Times Local Responses in Action: 331-348. Singapore: Springer Nature.
  • Kim SJ. and Sato M. (2019) A consequential validity framework for performance assessment implementation based on a statewide adoption of edTPA. A Practical Guide for edTPA Implementation Lessons From the Field: 3-24. Charlotte, NC: IAP.
  • Sato M. (2019) The complex epistemological terrain of teacher education. In Kamp A (Ed.), Education Studies in Aotearoa New Zealand Key Disciplines and Emerging Directions: 234-253.Nzcer Press.
Other
  • Sato M. and Lloyd RM. (2019) Preparing effective teachers: Multiple approaches to ensure teaching quality and impact. [Website].

Future Research

  • The transition from teacher preparation to teaching--what does the research literature say?
  • Embodiment of equity-based dispositions--how do we teach for embodied ways of knowing?

Key Methodologies

  • Qualitative methods (case studies, narrative inquiry, arts-based approaches)
  • Mixed methods (surveys combined with interviews, performance assessment)
  • Philosophical approaches that examine concepts deeply and across disciplines
  • Self-study
  • Action research
  • Teacher inquiry
  • Pragmatism
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