Abstract
Teacher educators in tertiary education environments face similar challenges to teachers in other sectors when responding to the rapid pace of change across New Zealand educational contexts. “What is really important?” and “how to fit it all in?” are questions frequently asked about content. Using enduring understandings as a way of addressing these questions by identifying “big ideas” appeared to offer considerable benefits for one initial teacher education programme. This paper draws on a survey of teacher educators’ experiences in using enduring understandings in the programme’s compulsory professional studies papers to evaluate the effectiveness of this innovative approach. These teacher educators expressed approval of the implementation of enduring understandings and identified a variety of benefits. The study found that the development and use of enduring understandings enabled content revision and development to occur within existing policy guidelines. Furthermore there was increased teacher educator and student teacher talk around 'big ideas’.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.