Processes of Inquiry

1. Front Matter

   Pages i-xiv

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2. Improving Inservice Teacher Education Practice

   • Ro Parsons, Joanna Higgins

   Pages 1-10

3. Organisation and Design of Analytical Tools to Identify Effective Teacher Educator Practice

   • Delia Baskerville

   Pages 11-28

4. The Measure of Success

   • Trevor Mcdonald, Christina Thornley

   Pages 29-44

5. Building Collaborative Professional Learning Within an Organisation

   • Alyson Mcgee

   Pages 45-62

6. An Environment of Collegial Reflective Dialogue for Inservice Teacher Educators

   • Margaret Lamont

   Pages 63-88

7. Mentoring Reflective Practice in Inservice Teacher Education

   • Ronnie Davey, Vince Ham, Mel Stopford, Susan Calender, Jocelyn Mackay

   Pages 89-115

8. Individualised Professional Learning

   • Christina Thornley, Trevor Mcdonald

   Pages 117-131

9. Tikanga Māori Kei Te Ao Whakaako

   • Hiria Mcrae, Marama Taiwhati

   Pages 133-148

10. Te Poutama

    • Leeana Herewini, Sarah-Jane Tiakiwai

    Pages 149-161

11. Designing Evaluation in Messy Interventions

    • Meenakshi Sankar

    Pages 163-178

12. Generating New Knowledge Through A System-Level Network

    • Joanna Higgins, Ro Parsons

    Pages 179-188

13. Back Matter

    Pages 189-196

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This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice. The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change. …a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor).

• Victoria University of Wellington, New Zealand

  Joanna Higgins, Linda Bonne

• Ministry of Education, New Zealand

  Ro Parsons

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