What do these materials consist of?
These learning materials are published in three formats – as hard copy, as a CD-ROM, and as a website. The CD-ROM and this website contain all the material in the hard copy, and in addition they include full learning cases.
As discussed above, these materials were developed during INSTEP’s research and development activities. They are by no means a definitive statement of all there is to know about effective ISTE practice and learning. Instead, they are intended as a springboard for further learning, and they are subject to improvement as the knowledge base about effective ISTE practice and learning continues to grow.
The materials model the integration of theory and practice that is so critical for ISTE learning. There are six key components, each with a different purpose as outlined in the table below and each containing internal cross-references and external links to further information.
Components of Ki te Aotūroa |
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| A Proposed Theory of Improvement for ISTEs TÄ“rÄ TÄ“tahi AriÄ ISTE Whakapakari | This chapter presents a possible theory of improvement for ISTEs. It shows the processes that are involved in achieving improvements in ISTE practice, which, in turn, lead to improvements for teachers and students. |
| Learning Cases NgÄ Tauira Ako | Six learning cases provide examples of ISTEs inquiring into their practice and encourage users to examine their own beliefs and practice in relation to what they see in each case. The cases are accessed via the CD-ROM or website and include:
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| Conducting Inquiry Te Whakahaere Urupounamu | This chapter presents an inquiry and knowledge-building cycle for ISTEs that builds on the “Teacher inquiry and knowledge-building cycle†proposed in the TPLD BES and that is consistent with the findings from INSTEP’s research activities. The chapter aims to provide practical guidance on “how†to inquire: it describes each phase of the inquiry cycle, discusses meeting the needs of diverse learners within inquiry, and outlines some of the approaches an ISTE might use while engaging in inquiry learning. |
| Areas of ISTE Knowledge and Expertise NgÄ WÄhanga o te MÄtauranga ISTE | The chapters on Inquiry and Evidence-based Practice, Knowledge and Theory, Communication and Relationships, and Change for Improvement represent four generic areas of ISTE knowledge and expertise. Together they make an important contribution to what Timperley et al. (2007) refer to as “provider pedagogical content knowledgeâ€.
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| Recommended Reading NgÄ Pepa hei PÄnuitanga | This section presents summaries of readings that were particularly influential in the writing of these materials or in the research activities of INSTEP. |
| Appendices NgÄ TÄpiritanga | Two appendices provide summaries of thinking and research on learning theories and on professional learning communities. |
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