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.
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.
Write Now focuses on the act of writing as a means of working through academic problems with the aim of fostering confident writers. It collaborates with students and staff to develop effective writing and assessment practice within the disciplines. Write Now initiatives are underpinned by research into their effectiveness.
A set of resources for tutors and students. Advice about developing the skills of storytelling and their transfer to disciplines such as education, media, marketing, leisure and tourism. Lists of stories to use and develop. Web links to e-stories.
Any contemporary look at e-learning must consider those applications that have the potential to transform teaching and learning beyond the class-centric confines of the Virtual Learning Environment (VLE). This e-primer contextualises e-learning tools that are not usually a part of a VLE suite, and considers their application to formal education.
This project sought to discover to what extent teachers had access to suitable authentic materials to teach the important norms of pragmatics (socio-culturally appropriate use of language) in situations relevant to the personal and academic or employment lives of their students.
The aim of this study was to generate teaching practice narratives from stage one early childhood student teachers based on their experiences in a field-based teacher education programme. This research documents the experiences of first year students. It is important to acknowledge their limited and perhaps idealized view of their experiences to date.