Being A Teacher in the 21st Century: A Critical New Zealand by Leon Benade

By Leon Benade

This booklet offers students, instructor educators, in addition to reflective college leaders and lecturers with beneficial insights into what it truly is to be a instructor within the twenty first century. It does so by means of featuring unique examine in accordance with a research of a number of New Zealand colleges among 2013 and 2015, and particularly, a focussed research of 4 of these colleges in 2015.

The ebook attracts at the findings to take inventory of a few of the vital manifestations of 21st-century studying, in particular electronic pedagogies and the collaborative practices linked to instructing and studying in glossy studying environments. It displays at the psychological shifts and sometimes-painful transitions lecturers and leaders are making and experiencing as they input uncharted waters, relocating from conventional lecture room practices to ones that emphasise collaboration, teamwork and the unconventional de-centring in their own roles. It outlines a blueprint for realizing tips to navigate those adjustments, and describes and explains the character of pedagogical shifts obvious in electronic school rooms and glossy studying environments.

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Extra info for Being A Teacher in the 21st Century: A Critical New Zealand Research Study

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17). These authors have, however, roundly critiqued the link between ‘learning and earning’, demonstrating that the empirical evidence merely upholds the idea that the rich get richer. In the global auction for talent, an aristocracy persists, and appeals to rising average wages make a poor argument for increasing levels of education (2011). Learning at the Centre Dumont and Istance (2010) link the centring of ‘the learner’ to such developments as the increasing ubiquity of a digital and electronic culture, with its attendant influence on creating non-hierarchical and personalised experiences of the world, and the development of the ‘knowledge society’, a trend that began to be evident in the late 1990s.

Aside from the debates that swirl around ‘basics’, ‘standards’, citizenship and ‘soft skills’ (2010), there is considerable contention over the invasive influence of the OECD PISA testing programme. A key question, for example, is whether PISA is simply a vehicle relentlessly driving global education systems towards standardised education (Meyer and Benavot 2013), which is somewhat ironic in the context of a simultaneous demand for personalised 21st century education that steers away from ‘one size fits all’ solutions (Bolstad and Gilbert 2012).

Thus, not all learning needs to occur in the formal classroom (Dumont and Istance 2010). A learning environment concerns the relationship between learners, teachers and other learning professionals, content and facilities and technologies (2010). Green et al. (2005) took a similar line, some years earlier, when they suggested that the learning environment is a confluence of factors, people, technology and resources. Learning must be possible beyond the confines of the physical school if it is to be genuinely personalised (2005), and because knowledge can no longer be considered either the preserve of teachers alone, or possible for any one person to retain, experts outside the school are key ingredients in the learning environment.

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