Someone else's game: constructing the English teaching professional in New Zealand |
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| Institution: | 1. Faculty of Chemistry, Institute for Advanced Studies in Basic Sciences, Zanjan, Iran;2. Department of Chemistry, Razi University, Kermanshah, Iran;1. Key Laboratory of Coastal Zone Environmental Processes and Ecological Remediation, Yantai Institute of Coastal Zone Research (YIC), Chinese Academy of Sciences (CAS), Shandong Provincial Key Laboratory of Coastal Zone Environmental Processes, YICCAS, Yantai, Shandong 264003, PR China;2. Key Laboratory of Industrial Ecology and Environmental Engineering (MOE), School of Environmental Science and Technology, Dalian University of Technology, Linggong Road 2, Dalian 116024, PR China;3. State Key Laboratory of Drinking Water Science and Technology, Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing 100085, PR China;4. University of Chinese Academy of Sciences, Beijing 100049, PR China;1. Department of Pharmaceutical Sciences, College of Pharmacy, University of New Mexico, Albuquerque, NM, USA;2. Vascular Lab, University of New Mexico Hospital, Albuquerque, NM, USA;3. Department of Surgery, University of New Mexico, Albuquerque, NM, USA;4. Department of Pharmacy Practice and Administrative Sciences, College of Pharmacy, University of New Mexico, Albuquerque, NM, USA;1. X-ray Crystallography Unit, School of Physics, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia;2. Department of Physics, Dumlupinar University, Kütahya 43100, Turkey;3. Department of Pharmaceutical Chemistry, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia;4. Institute of Physics and Biophysics, Faculty of Science, University of South Bohemia, Brani?ovská 31, ?eské Budějovice 370 05, Czech Republic;5. Department of Sugar Technology and Chemistry, Sir M. Visvesvaraya PG Center, University of Mysore, Tubinakere, Mandya 571402, India |
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| Abstract: | In the last 15 years, New Zealand has experienced a range of educational “reforms” driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled by a perception that the education system needed quality management and greater accountability to its clientele, a series of administrative reforms were put in place in the late 1980s and were followed by a series of radical, state-dictated curriculum and assessment reforms. The subsequent reshaping of curriculum and assessment has had a profound impact on the nature of teachers’ work and their identity as professionals. Using research undertaken in New Zealand in the later 1990s, this article examines ways in which 1990s reforms in New Zealand have worked to reconstruct the professional knowledge (including pedagogical knowledge) of secondary English teachers. It further examines the implications of these changes in teachers’ work for professional identity and discusses some of the implications of these “reforms” for pre-service teacher education. |
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