TEFANZ MEMBERS’ TE Research and Publications (updated Feb 2020)

From time to time teacher education researchers from TEFANZ membership institutions report here on their current research projects and recent publications (last three years).  If you would like to share your own TE research interests and publications within the TEFANZ community, please send details to Alex Gunn (alex.gunn@otago.ac.nz) in the format indicated below. Corrections and updates can be sent to Alex also.  Apologies in advance for any errors that may have been incurred when putting this information together.

Joanne Alderson, Open Polytechnic NZ is interested in researching: Professional partnerships, Teachers, agency, professionals, and Whānau voice. Current projects: Practices of Partnership in Early Childhood; Working with others: an investigation of Early Childhood Education and care centre relationships with external organisations (with Rick Fisher); Curriculum Diversity: Early Childhood Education environments.

Mary-Liz Broadley, Open Polytechnic NZ is interested in researching: Curriculum Diversity: Early Childhood Education environments. Current projects: Curriculum Diversity: Early Childhood Education environments

Karen Illston, Open Polytechnic NZ, publications listed below.

Anuja Jena-Crottet, Open Polytechnic NZ is interested in researching: Parent partnerships in ECE, Families and diversity.

Karen Finn, Laidlaw College, is interested in researching: Critical pedagogy, theory to practice, practicum, and professional practice placement. Current projects: Pre-service teachers’ enactment of culturally responsive pedagogy.

Wendy Jean Fowler, Laidlaw College, is interested in researching: Te Tiriti o Waitangi, whanaungatanga, reconciliation practices, social justice. Current projects: Creating and maintaining whanaungatanga in educational settings. Publications below.

Alex Gunn, University of Otago is interested in researching: Teacher education work, inclusive ITE, ITE design, Assessment, Queer studies, Teachers’ beliefs and practices, early childhood education. Current projects: Difference and diversity in early childhood education (with implications for ITE); Digital Platform use in early childhood education (with ITE implications); Work of Teacher Education; Post-foundational thinking in early childhood education ITE.

Donna Kenny, Open Polytechnic NZ is interested in researching: Professional partnerships, Teachers, agency,  professionals, and Whānau voice. Current projects: Practices of Partnership in Early Childhood; Working with others: an investigation of Early Childhood Education and care centre relationships with external organisations (with Rick Fisher). 

Yael Klangwisan, Laidlaw College is interested in researching: ethics, critical pedagogy, Freire, and philosophy. Current projects: Teaching ethics to preservice teachers; Theological foundations of Paulo Freire (applications in teacher education); Hospitality and teaching (Derrida); Pedagogies of mortality (Derrida/Cixous). Publications listed below.

Fi McAlevey, Open Polytechnic NZ, publications listed below.

Elizabeth Polley, Open Polytechnic NZ is interested in researching: Leadership within Early Childhood.

Eunice Price, Laidlaw College is interested in researching: critical pedagogy, teaching as inquiry, and Friere. Current projects: Teaching the spiral of inquiry to pre-service teachers; The spiral of inquiry in tertiary teaching. Publications listed below.

Kerry Purdue, Open Polytechnic NZ is interested in researching: Quality early childhood education, inclusion, children’s rights and social justice issues.

Susan Sandretto, University of Otago is interested in researching: Critical literacy, critical multiliteracies, dialogic teaching, active transport to school and school choice policies (education policy), fake news. Current projects: Built Environment Active Transport to School Study https://www.otago.ac.nz/beats/index.html ; Survey research project with Stephen Davis on Fake News https://stephendaviswriter.com/

Alice Tate Open Polytechnic NZ is interested in researching: Practicum, Student support, and assessment. Publications below.

Selected relevant publications of contributing members.
Alderson, J., & Kenny, D., (2019, September). Practices of partnerships in early childhood education. Teachers, agency professionals, parents and whanau voices. Poster presented, Open Polytechnic of New Zealand
Alderson, J. & Kenny, D. (2018). Working Together For Early Childhood. ARNEC Connections, proposal Issue No. 11, 2018.  https://vietnam.vvob.be/sites/vietnam/files/arnec_connections2016_1.pdf
Bateman, A., Gunn, A. C, Carr, M. (2017).  Children’s use of objects in their storytelling.  In A. C. Gunn & C. Hruska (Eds.), Interactions in Early Childhood Education – Recent research and emergent concepts. (pp.37-53), The Netherlands: Springer.
Berg, D., Gunn, A. C., Hill, M. & Haigh, M. (2017).  Building professionals and elevating the profession?  The work of university-based initial teacher educators in Aotearoa New Zealand.  In P. Bamber & J. Moore (Eds.).  Teacher Education in Challenging Times: Lessons for professionalism, partnership and practice, (pp.29-40), Oxford: Taylor and Francis
Fowler, W. J. (2017, 24 February). So what did you do on Waitangi Day? [Blog post]. Retrieved from https://www.laidlaw.ac.nz/blog
Fowler, W. J. (2020). Reconciliation in Aotearoa through our shared history (practical theology meets teaching). In T. Meadowcroft & L. Spriggens, (Eds.). Whakawhiti Korero (pp. ??-??), Auckland: Laidlaw College.
Gaches, S. & Gunn, A. C. (2019).  (New) critical readings of Aotearoa New Zealand early childhood policy and practice.  Introduction to Special Issue, International Critical Childhood Policy Studies Journal, 7(1), 1-5.
Gaerian-Price, E. (2017). Synergo: Critical Pedagogy – An intersection of faith and education. Stimulus, 23(3), n.p.
Gunn, A. C. (2019).  New Zealand ECE Initial Teacher education.  In C. Mutch (Ed.) Bloomsbury Education and Childhood Series Online-Resource. DOI:10.5040/9781350996274.0016
Gunn, A. C. (2017).  Shaping gender relations in early childhood education: children’s interactions and learning about gender.  In. A. C. Gunn & C. Hruska, (Eds.).  Interactions in early childhood education – recent research and emergent concepts. (pp.69-80), The Netherlands: Springer.
Gunn, A. C. (2017).  Using insights from interactions research to improve policy and practice in early childhood education.   In. A. C. Gunn & C. Hruska, (Eds.).  Interactions in early childhood education – recent research and emergent concepts. (pp.161-170), The Netherlands: Springer.  
Gunn, A. C. (2017).  ‘Watch this space’ Qualification developments in initial teacher education and ECE.  Early Education, 61, 3-4.
Gunn, A. C., Bissendon, M. & Kroeger, J. (2020).  Trans* children and early childhood education: Teachers’ effective practices for inclusion.  In. Gunn, A. C., Surtees, N. Gordon-Burns, D., & Purdue, K. (Eds).   Te Aotūroa Tātaki – Inclusive Early Childhood Education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (2nd ed.) (pp.196-213). Wellington: NZCER Press.
Gunn, A. C. & Gasson, N. R. (2017).  The spectre of standards in Aotearoa New Zealand early childhood education and care.  In M. Li, J. Fox & S. Grieshaber (Eds.)  Contemporary Issues and Challenges in Early Childhood Education in the Asia-Pacific Region, (pp.165-180).  The Netherlands: Springer.
Gunn, A. C. & Hruska, C. (Eds.) (2017).  Interactions in Early Childhood Education – Recent research and emergent concepts.  The Netherlands: Springer.
Gunn, A. C. & Nuttall, J. (Eds.) (2019).  Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum in theory and practice (3rd ed.).  Wellington: NZCER Press.
Gunn, A. C. & Reeves, D. (2019).  Click, drag, drop, resize, omit: An activity theory view of how technology is mediating the production of learning in early childhood education.  Weaving Te Whāriki, 3rd ed. (pp.149-161). Wellington: NZCER Press.
Gunn, A. C., Surtees, N., Gordon-Burns, D.& Purdue, K. (Eds.) (2020).  Te Aotūroa Tātaki Inclusive Early Childhood Education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (2nd ed.). Wellington: NZCER Press.
Gunn, A. C. & Trevethan, H. (Forthcoming). Constructing the problem of initial teacher education in Aotearoa New Zealand: Policy formation and risk, 2010-2018. New Zealand Annual Review of Education, 24.
Klangwisan, Y. (2016). Theology and Pedagogy of Hope. Stimulus, 23(3), n.p.
Klangwisan, Y. (2018). Synergeo: The practice of teaching as hospitality. Stimulus, 25(1), n.p.
Osgood, J., Robinson, K. H., Jones Díaz, C., Andersen, C. E., Salazar Pérez, M., Gunn, A. C. & Surtees, N. (2019).  Revisiting diversity and difference in early childhood through children’s news media.  Editorial to Special Issue.  Contemporary Issues in Early Childhood, 20(4), 319-323.
Purdue, K. (2020). Growing up fat: The important role early childhood kaiako play in protecting and nurturing children’s health, wellbeing, belonging and rights. In A. Gunn, N. Surtees, D. Gordon-Burns, & K. Purdue (Eds.), Te aotūroa tātaki: inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd ed., pp. 214 – 231). Wellington: NZCER Press.
Purdue, K., Gordon-Burns, D., Rarere-Briggs, B., Stark, R., & Turnock, K. (2020). Key factors in supporting the development of positive identities in young children with disabilities.  In A. Gunn, N. Surtees, D. Gordon-Burns, & K. Purdue (Eds.), Te aotūroa tātaki: inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd ed., pp. 90 – 108). Wellington: NZCER Press.
Sandretto, S. (2019). Engaging students in dialogue. In M. Hill & M. Thrupp (Eds.), The professional practice of teaching in New Zealand (6th ed., pp. 69-89). South Melbourne, Vic.: Cengage
Sandretto, S. (2018). A case for critical literacy with queer intent. Journal of LGBT Youth, 1-15. doi: 10.1080/19361653.2018.1466753
Sandretto, S., & Tilson, J. (2017). Discursive constructions of literacies: shifting sands in Aotearoa New Zealand. Discourse: studies in the cultural politics of education38(2), 222-234. doi: 10.1080/01596306.2015.1075472
Tate, A., Sigley, R., McAlevey, F., Illston, K. & Meade, A. (2017). Teacher educators’ experiences in supporting and assessing student teacher practicum in licensed early childhood centres. Internal publication: Open Polytechnic of New Zealand.
Tilson, J., Sandretto, S., & Pratt, K. (2017). Connecting theory to practice: Using preservice teachers’ beliefs, theories and video-recorded teaching to prompt a cycle of praxis. Teaching and Teacher Education67, 454–463. doi: 10.1016/j.tate.2017.07.012
Trevethan, H., & Sandretto, S. (2017). Repositioning mentoring as educative: Examining missed opportunities for professional learning. Teaching and Teacher Education68(Supplement C), 127-133. doi: https://doi.org/10.1016/j.tate.2017.08.012
Wells, T., & Sandretto, S. (2017). “I’m on a journey I never thought I’d be on”: Using process drama pedagogy for the literacy programme. Pedagogies: An International Journal,12(2), 180-195. doi: 10.1080/1554480X.2016.1245147
Wells, T., & Sandretto, S. (2017). Using process drama to expand the literacy programme: An exemplar. Wellington, NZ: NZCER Press