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首页> 外文期刊>Open Review of Educational Research >Silent policymakers in Aotearoa New Zealand: reflections on research of early childhood teacher views on policy, practicum and partnership
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Silent policymakers in Aotearoa New Zealand: reflections on research of early childhood teacher views on policy, practicum and partnership

机译：新西兰Aotearoa的沉默政策制定者：对幼儿教师对政策，实践和伙伴关系观点的研究的思考

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This paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaires left the research team with the challenge of talking about the meaning of such silence, while at the same time acknowledging and valuing the views of those who did complete the questions. The paper presents a shift in the researchers’ perspectives on the subject of their research, and raises awareness of the problem of working with, and being committed to, the silent voices. The paper concludes with foundations for future research, focusing on ATs as active participants in teacher education policymaking and involving them both as researchers and participants.
机译：本文报道了在新西兰Aotearoa幼儿部门经历大量变化的时期，尤其是由于政府变革的持续影响，幼儿教育副教授（ATs）的故事和观点的重要性。资金政策，有关进入教学专业途径的持续辩论以及更新的课程框架。该文件是根据一个研究项目提出的，该项目向副老师（AT）询问了他们对最近国家教育政策变化的影响的观点。通过学生的实践经验，AT的观点为该部门，尤其是为教师教育提供者提供了有影响力的声音。对AT观点的证据和分析提供了对学生，讲师和从业者三合会如何一起工作的支持，以支持学生教师在近期政策变化方面的实践经验。在线问卷的回报率非常低，这给研究团队带来了挑战，要求他们谈论这种沉默的含义，同时承认并重视那些回答问题的人的观点。该论文提出了研究人员对研究主题的看法的转变，并提高了人们对与沉默的声音合作并致力于沉默的问题的认识。本文以未来的研究为基础作了总结，重点关注AT作为教师教育政策制定的积极参与者，并使他们既是研究人员又是参与者。

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