Abstract
The two studies on which this book is based were referred to as, ‘Twenty-first Century Learning’ and ‘Being a Teacher in the Twenty-first Century’. Together, they provided an opportunity to gain deeper insight to the rich tapestry forming the backdrop to teachers’ work as it has been evolving in this, the second decade of the twenty-first century. These small-scale, qualitative studies, were located in a number of New Zealand schools, which provided the context: six schools in the first study, and four of those six in a more detailed, second study. This chapter details these studies and their participants.
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Notes
- 1.
The ‘decile’ rating system has been used in New Zealand as a way of allocating funding equitably. Based on a number of measures, schools are rated ‘low’ in areas of greatest socio-economic deprivation; ‘high’ in affluent areas. Per capita funding is greatest to low-decile schools. The system is being reviewed at the present time, and is slated for imminent replacement.
- 2.
While the New Zealand Curriculum refers to ‘future focussed’ concepts such as sustainability, citizenship, enterprise and globalisation (2007, p. 39), the term used here indicates a school established with clear focus on the principles of 21st-century learning in an innovative context.
- 3.
New Zealand schools that were previously private (notably, but not solely, Catholic schools), which are integrated into the state system, thus attracting state support (particularly teachers’ pay, but also decile funding). These schools continue to have the right to advance their ‘special character’.
- 4.
My use of ‘pedagogy’ refers to teachers thinking about their work and their actual classroom-related work.
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Benade, L. (2017). Presenting the Research. In: Being A Teacher in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-3782-5_2
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