The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
This section includes items relevant to the teaching of Education as a discipline.
The research cards, videos and accompanying report from this research project support the development of research skills in a range of teaching and learning contexts, including field-based and practice settings.
This report documents the development of a training programme in co-operative learning (CL) for New Zealand tertiary lecturers. The results of the initial trials and pilot programmes for the proposed programme are documented and analysed, and a suggested final programme is presented.
Goalposts is envisaged as a series of one-page primers introducing the key theories and current understandings about adult learning to new tertiary teachers, with particular relevance to ITPs, PTEs and Wānanga with programmes from Levels 1-5.
The Australian and New Zealand information literacy framework is derived, with permission, from the Association of College and Research Libraries’ (ACRL) Information literacy competency standards for higher education.
This project enlists the mentoring of an experienced researcher (Ruth Kane, Massey University) to support Te Wānanga o Aotearoa staff and their new graduates in a collaborative narrative enquiry into the lived experience of the first year of teaching.
This report, conducted by staff at Manukau Institute of Technology, will be of interest to providers and educators wishing to compare the value of field-based teacher education with programmes that are largely classroom-based.
This literature review is intended to address and support the use of technology in teaching and learning by identifying new and emerging pedagogies; determining what constitutes effective use of technology in teaching and learning.
The project goal was to examine the learning experience of student teachers and their mentors during practicum to enable the development of models for practicum appropriate for 21st century New Zealand teacher education programmes.
This one-year TLRI study aimed to investigate the development of teachers’ own mathematical knowledge for teaching. Seven secondary teachers from the Auckland region each developed some aspect of their mathematical knowledge.