Browsing by Author "Cody T"

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    Strategies for co-constructing an initial teacher education curriculum: A school-university partnership
    (Ako Aotearoa, 2015-09-01) Sewell AM; Cody T; Weir K
    The intended output of this small-scale project was to develop and to document effective strategies that would facilitate the co-construction of an initial teacher education (ITE) curriculum in a school-university partnership. In so doing, this project sought to make links between theories underpinning effective pedagogies, taught at the university, with the day to day practice of teaching and learning in three Normal Schools in the Manawatū. Using qualitative methodology, consisting of field notes from meetings, focus group discussions, observations and interviews, the following findings were identified as supporting the effective co-construction of a university ITE curriculum with school partners:  Building trust  Making visible our shared values  Willingness to share power and expertise  Being responsive to the school context  Promoting dialogue  Setting and resourcing manageable goals  Communicating effectively
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    Transformative classroom drama practice: What is happening in New Zealand schools?
    (CNRS, 2015) Cody T
    This article identifies four key aspects of the work of experienced drama teachers in New Zealand schools that contribute to “transformative” classroom practice: co-artistry, fostering criticality, building ensemble, and the use of lived experience and rich contexts. This exploration draws on doctoral research into the practice of six experienced drama teachers. The challenges and tensions for teachers who aspire to transformative drama practice which arise from the educational policy context in New Zealand are also considered.