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Associate Professor Mistilina Sato

Contact

Department: School of Teacher Education

Email: misty.sato@canterbury.ac.nz

Phone Number: +64 3 369 3999 ext. null

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
Supervision
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

Authored Books
  • Sato M. and Lloyd RM. (2019) Preparing effective teachers: Multiple approaches to ensure teaching quality and impact. .
  • Darling-Hammond L., Burns D., Campbell C., Goodwin AL., Hammerness K., Low E-L., McIntyre A., Sato M. and Zeichner K. (2017) Empowered Educators How High-Performing Systems Shape Teaching Quality Around the World. John Wiley & Sons. 304.
  • Sato M. (2017) Empowered Educators in China How High-Performing Systems Shape Teaching Quality. John Wiley & Sons. 156.
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. (2022) Teacher Education Reform in Japan. In Khine MS; Liu Y (Ed.), Handbook of Research on Teacher Education: Innovations and Practices in Asia: 677-687. Singapore: Springer. http://dx.doi.org/10.1007/978-981-16-9785-2_33.
  • 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.
Conference Contributions - Other
  • Sato M. and Armitage P. (2022) Authentic Partnerships with Initial Teacher Education Providers. Christchurch, NZ: Normal and Model School Association Annual Conference, 25 Aug 2022.
Reports
  • Sato M. and Abbiss J. (2021) International Insights on Evaluating Teacher Education Programs. In International Insights on Evaluating Teacher Education Programs, National Academy of Education. Commissioned by National Academy of Education. 2-29. http://dx.doi.org/10.31094/2021/3/7.

Student Supervision

Displaying all items.
    Current
  • PhD - Alanzi R: Potential predictors of English reading comprehension among adult Arab learners of English studying at university levels in New Zealand
  • PhD - Bajaj Prakash M: Examining Perceived Achievement, Assessment Task Structure, and Teacher’s Assessment Practices in Science as factors influencing SRL in Indian Middle School Students
  • PhD - Day I: Early career teachers’ determinations: to lead or not to lead
  • PhD - Johnstone A: Critical Moments That Lead to Change: Exploring the Turning Points in Teachers’ Lives
  • PhD - Wilson S: Learning mathematics teaching: Examining the planning practices of primary pre-service teachers when planning for mathematics lessons during practicum.
  • Completed
  • PhD - Beaton J: “I’ll Let You Know How It Goes”: Teaching, Learning, and Learning to Teach in an Urban Partnership High School (2016)
  • PhD - Cunningham M: The reciprocal nature of pre-service teacher cultural identity development (2013)
  • PhD - Dembouski L: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach (2010)
  • PhD - Ernst S: Narratives in Teacher Professional Development and Metaphors Facilitators Live By (2011)
  • PhD - Herlofsky A: How Teachers Use Instruction, Assessment, and Reflection To Impact Student Learning (2010)
  • PhD - Hoyt D: Becoming a Teacher Educator: A Journey (2014)
  • PhD - Kim S: Exploring a Framework for Consequential Validity for Performance-Based Assessments (2017)
  • PhD - Knaus J: Teacher Life: A Narrative Inquiry into the Storied Knowledge of Teachers (2020)
  • PhD - McDonald E: Learning to teach as situated learning: An examination of student teachers as legitimate peripheral participants in cooperating teachers’ classrooms (2014)
  • PhD - Mitcheler J: Conceptions of Student Success Within an Urban Alternative Learning Program (2015)
  • PhD - Quigley D: On water: Journey of an indigenous researcher guiding professional development as teachers navigate Native American curriculum (2018)
  • PhD - Schornack M: Whiteness and racio-linguistic ideologies in the preparation of content teachers for working with language-minoritized youth (2019)
  • PhD - Sharma N: The contribution of phonological and morphological awareness to word reading ability in L1 Hindi/L2 English bilingual children: within-language and cross-language influences from L1 to L2 (2021)
  • PhD - Trout M: Moral work in teacher Preparation: Care Pedagogy in a Student Teaching Supervisor’s Urban Practice (2010)
  • Masters - Gopalakrishnan A: Assessing the Use of Virtual Reality as a Method for Preparing Teachers to Address Challenging Student Behaviors (2020)

Future Research

  • The Complexity of Teaching
  • 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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