Letitia Fickel
Biographic Data
| ID | 161839 |
|---|---|
| NAME | Letitia Fickel |
| GIVEN NAMES | Letitia |
| FAMILY NAME | Fickel |
| SIGNATURE | FICKEL L |
| AFFILIATIONS | University of Canterbury, Christchurch, New Zealand |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Meaningful teacher accountability through professional inquiry
Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve the quality of education, there are varied interpretations and enactments of professional inquiry. In this article, we will explore one teacher's interpretation of these variations. Through a narrative lens, we will illuminate personal and contextual c…
Exploring collective identity of a group of teaching-oriented academics amid research discourse
The Importance of Community Knowledge in Learning to Teach
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In th…
Huakina Mai
This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a …
The Importance of Community Knowledge in Learning to Teach
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In th…
Huakina Mai
This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a …
The Importance of Community Knowledge in Learning to Teach
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In th…
Exploring collective identity of a group of teaching-oriented academics amid research discourse
Meaningful teacher accountability through professional inquiry
Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve the quality of education, there are varied interpretations and enactments of professional inquiry. In this article, we will explore one teacher's interpretation of these variations. Through a narrative lens, we will illuminate personal and contextual c…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Political science (3 works) · Gender Studies (2 works) · Professional development (2 works) · Teacher education (2 works) · Accountability (1 work) · Anthropology (1 work) · Aotearoa (1 work)