Professional Goals And Standards Of Teaching In Aotearoa New Zealand

The Three Professional Goals of a Teacher

The first professional goal is to teach a new and diversified course. The second professional goal is to integrate technology into teaching and the third professional goal is to explore new teaching methods. The three professional goals will be aligned with the six standards of teaching in Aotearoa New Zealand. The six standards of teaching in the area are- Te Tiriti o Waitangi Partnership, Professional Learning, Professional Relationships, Learning-focused Culture, Design for Learning and Teaching. Three of these standards that are to be aligned with the three professional goals are- Learning-focused Culture, Design for Learning and Teaching. According to the standards of teaching in Aotearoa New Zealand teachers are expected to maintain a standard in making learner-centric lesson designs. Teachers are also expected to trust, cooperate and respect learners by creating a safe environment. This standard can be aligned with the set professional goal of exploring new teaching methods. Exploration of the new teaching methods will have to be done keeping in mind the standards of learning-focused standards of teaching in New Zealand. In the case of achieving the professional goal of integrating technology in teaching the standard of Design for Learning will be maintained. According to the teaching standard mentioned under design for learning, the teachers are expected to design teaching approaches, resources, and learning and assessment activities based on a deep understanding of curriculum content, pedagogy, and learning progressions. In this line, it can be said that this particular standard for teaching in New Zealand can also guide teachers in achieving their professional goals related to the exploration of new teaching methods and trying new approaches o best fit the needs of the specific students. To achieve the goal of teaching a new and diversified course the standard of teaching can be aligned.

In terms of prioritisation, the priority for the achievement of professional goals will be integrating technology into teaching. Integration of technology into the teaching of primary school children is very important keeping in mind the recent development in the area of technological aid in education. Students of varied ranges can be positively benefited from the use of different technological tools like google classroom and google jam board. The next priority line is the goal of attempting new approaches. Recent development in the area of educational research shows that specific students in primary schools can be benefited from newer and tailor-made teaching approaches. The third priority is to teach new and diversified courses. Diversifying the courses is very important for the teacher to achieve greater efficiency in teaching students of an earlier age.

The inquiry questions set for achieving the goals are-

Q 1: What are the variable factors related to teaching methods that enhance learning experiences for students?

Q 2: What are the different ways of integrating the latest technology to enhance teaching-learning experiences?

To complete the inquiry into question no 1, I would first look into recent research in the area of various teaching methods. The different teaching methods tailor-made approaches for students with special educational needs. After completing of thoroughly reading the previously published literature, I would then seek help from the different government guidelines to align my newly found approaches to enhance the learning experience of primary level students. After successful alignment of the inquiry question, I would then assess the feasibilities of different approaches and methods of teaching in enhancing the learning experiences of primary level school children.

Alignment of Professional Goals with Standards of Teaching in Aotearoa New Zealand

To complete my inquiry into achieving my professional goals of teaching I would then delve into different perspectives. For example, the first priority will go to the perspective of the learners. Recent research shows that learner-centric teaching has positively benefited learners and teachers both. In this context, the first step is to inquire about and design learning outcomes keeping in mind the specific needs of the students. Every student is unique and no particular approach or method fits all students. According to the opinion of Varouchas, Lytras & Sicilia (2016), from the perspective of quality and performance enhancement of students, focusing on the needs of the students and designing the learning materials and planning for teaching have to be positively learner-centric. As per the opinion of Baeten et al. (2010), learning environments are of utmost importance in the case of teaching-learning. To reach the most effectiveness in teaching, learning designs need to be made, keeping in mind the preferable environment for the students.

The second perspective I would seek to strengthen my inquiry is the perspective of my colleagues. As my colleagues will have a range of exposure to teaching in classroom setups, their insights can positively help me in enhancing the learning experiences of my students. Discussions on a different and varied range of teaching approaches and methods with my colleagues can also give me particularly significant insight into the specific needful for me. In the case of integration of technology in classroom teaching, I can positively take help from the different literature available and also previously published research. Also, the help available on the internet is useful. According to the opinion of Ratheeswari (2018), ICT is not only important for students and teachers in a classroom setting, but recent research shows ICT plays a significantly important role in enhancing learning experiences for young children of early ages.

Integrating technology has become an imperative, especially for students at the primary level of education. The opinion of Lawrence & Tar (2018) published in their journal article has given me important insight regarding the different factors of influence that are important for me as a teacher in the primary school section. The authors have duly noted the importance of the adoption of technology by teachers, especially for young children at the primary school level. This particular piece of literature has significantly helped me in seeing the potential of Information Communication Technology as an indispensable aspect to be integrated into my teaching approaches. This literature also has helped me in gaining the knowledge that there is a gap in research in terms of recording the importance of integration of ICT into teaching from the perspectives of teachers. Research done by Yaroshenko & Samborska (2020) has helped me in gaining particularly important insight into the significance of training potential primary school teachers with the help of ICT. This piece of literature has also helped me in seeing the immense importance of technology-backed training for teachers at the primary level. The research article by Vrasidas (2015) has significantly helped me in gathering knowledge about the technological reform that is imperative in the teaching of primary school children. After going through this piece of literature I have been able to see the utmost importance of changing the perspective of teachers and other educational professionals in considering technology an integral part of teaching-learning.

To achieve my goal of adapting new and improved approaches to teaching I would seek help from the documents and research done by The Ministry of Education. In this particular case, the guidelines published by the ministry can positively help in achieving my goal. The TeachNZ website guides prospective teachers about the demographics of New Zealand also guides prospective teachers in terms of leading them to success (“TeachNZ”, 2022). With the help of the documents published by the education ministry, I would take into consideration the specific needs of the students which will further help me in developing teaching plans and materials that are not only learner-centric but also include several new approaches to teaching in an enhanced way.

In terms of integrating newer and improved technology into my teaching practices, I would seek help from TENZ (Technology Education New Zealand). Although the NGO is set up for guiding teachers in technological education, the resources and the documents of guidelines provided by the organisation will duly help me in my inquiry into the integration of technology into primary level school children (“Technology Education New Zealand”, 2022). In terms of help, the organization’s material and help programs will enhance my adaption of STEM in teaching primary school children.

Table 1: Developmental Plan

References 

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational research review, 5(3), 243-260. Doi: 10.1016/j.edurev.2010.06.001

Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2). Doi: https://web.p.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00118052&asa=Y&AN=36047751&h=aeSSbsxGLwOaDGgT3MH69EIfpMGcnaWi2kNPV7%2fMb8Fes3gh574C5LihfqatagjySJ4s6qCfl7yEZSGoMVXV6w%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d00118052%26asa%3dY%26AN%3d36047751

Lassonde, C. A., & Galman, S. (2019). Self-study research methodologies for teacher educators. BRILL. Doi: https://books.google.co.in/books?hl=en&lr=&id=v3sfEAAAQBAJ&oi=fnd&pg=PR3&dq=Lassonde,+C.+A.,+%26+Galman,+S.+(2019).+Self-study+research+methodologies+for+teacher+educators.+BRILL.&ots=lMrpzp9aSA&sig=ORH-zVVbad5zu9rU2sHD8BnlSWM#v=onepage&q=Lassonde%2C%20C.%20A.%2C%20%26%20Galman%2C%20S.%20(2019).%20Self-study%20research%20methodologies%20for%20teacher%20educators.%20BRILL.&f=false

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105. Doi: 10.1080/09523987.2018.1439712

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145-1174. Doi: 10.1007/s11423-019-09645-8

Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced research, 3(1), 45-47. Doi: 10.21839/jaar. 2018.v3iS1.169

TeachNZ. Teachnz.govt.nz. (2022). Retrieved 2 April 2022, from https://www.teachnz.govt.nz/.

Technology Education New Zealand. Tenz.org.nz. (2022). Retrieved 2 April 2022, from https://tenz.org.nz/.

Varouchas, E., Lytras, M., & Sicilia, M. A. (2016). Understanding quality perceptions in higher education: a systematic review of quality variables and factors for learner centric curricula design. In EDULEARN16—8th Annual International Conference on Education and New Learning Technologies; IATED: Barcelona, Spain (pp. 1029-1035). Doi: 21125/edulearn.2016.1208

Vrasidas, C. (2015). The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology, 46(2), 370-380. Doi: 10.1111/bjet.12149

Yaroshenko, O. G., & Samborska, O. D. (2020). An integrated approach to digital training of prospective primary school teachers. Doi: https://ceur-ws.org/Vol-2643/paper04.pdf

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