Towards an oral history of educational ideas in New Zealand as a resource for teacher education |
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| Institution: | 1. Sydney Nursing School, University of Sydney, Australia;2. Dementia Collaborative Research Centre and Centre for Healthy Brain Ageing, University of New South Wales, Australia;3. Faculty of Health Sciences, University of Sydney, Australia;4. Faculty of Health, University of Technology, Sydney, Australia;5. Department of Psychiatry, Southern Clinical School, Monash University, Melbourne, Australia;6. Faculty of Health, School of Nursing, Queensland University of Technology, Australia;1. Atilim University, Computer Engineering, Kizilcasar Mah., Incek, Ankara 06830, Turkey;2. Middle East Technical University, Computer Education and Instructional Technologies, Universiteler Mah., Çankaya, Ankara 06800, Turkey;3. Gazi University, Department of Education for the Intellectual Disability, Besevler Mah., Çankaya, Ankara 06500, Turkey |
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| Abstract: | Studies of the educational theories which have influenced teachers have traditionally relied heavily on the textual analysis of policy documents and syllabi. While such studies are crucial, they offer a “top-down” view of the educational terrain and can imply that teachers passively absorbed the dominant policy initiatives. This paper is taken from a wider study of the educational life—histories of 150 teachers and former teachers ranging in age from 21 to 98. The aim of the overall project is to map the tides and current of educational thought as lived by New Zealand teachers from the 1920s to the mid-1990s and to produce a resource for teacher education which will help dissolve the “theory-practice split” experienced by many of our students. Life-history methods enable a focus on how teachers create educational theories within the possibilities and constraints of their circumstances—biographical, historical and political, geographical, cultural and discursive. This paper uses three case studies as a basis for discussion of the impact of “neo-progressivist” (or student-centred learning) ideas in secondary schools from the 1950s to the 1980s. |
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