Jane Tilson
Biographic Data
| ID | 763801 |
|---|---|
| NAME | Jane Tilson |
| GIVEN NAMES | Jane |
| FAMILY NAME | Tilson |
| SIGNATURE | TILSON J |
| AFFILIATIONS | University of Otago |
| ORCID | 0000-0002-6972-4088 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“More like a Manifesto than a Curriculum”
Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contrib…
Illuminating the liminal lives of early career teachers
The transition from teacher education to working in the profession is significant. Teacher education programmes are tasked with preparing new graduates to be profession ready, and views on readiness are contentious. In this article we offer contemporary insights into the professional experiences of early career primary teachers in New Zealand. Using liminality as a theoretical framework, we take a longitudinal view capturing the perspectives of e…
Exploring beginning teachers’ experiences in a liminal phase
The first year of teaching is an exciting time of growth, but it’s not without challenge. This qualitative study investigates how the practice-based experiences of 26 beginning teachers (BTs) in Australasia influenced changes in their view of themselves as teachers during their first year, based on two interviews. Alongside lenses of identity development and resilience commonly used to interrogate this intense formative phase in teachers’ careers…
Metaxis moments prompted by authentic questions in primary classroom contexts
Metaxis offers a powerful, yet elusive space for learning. We argue that authentic questions can provoke compelling metaxis moments where students and their teachers straddle two worlds at one time: the fictional and the real. We report findings from two New Zealand research projects in primary schools where we investigated the precursors to metaxis moments in process drama. We analysed lesson plans (LP) and group meeting, lesson and individual i…
Bridging the theory-practice divide in teacher education through process drama pedagogy
Connecting theory to practice
Discursive constructions of literacies
Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augme…
Complicating Understandings of Students' Multiliterate Practices With Practitioner Inquiry
This article presents findings from a research project into multiliteracies pedagogy in Aotearoa New Zealand. In one phase of the multilayered project, participating teachers conducted an investigation of the in‐ and out‐of‐school literacy practices of one of their students using an ethnographic approach. In this article, the authors share themes that the teachers identified after reflecting on the practitioner inquiries to critically consider th…
Bridging the theory-practice divide in teacher education through process drama pedagogy
Connecting theory to practice
Discursive constructions of literacies
Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augme…
Complicating Understandings of Students' Multiliterate Practices With Practitioner Inquiry
This article presents findings from a research project into multiliteracies pedagogy in Aotearoa New Zealand. In one phase of the multilayered project, participating teachers conducted an investigation of the in‐ and out‐of‐school literacy practices of one of their students using an ethnographic approach. In this article, the authors share themes that the teachers identified after reflecting on the practitioner inquiries to critically consider th…
Connecting theory to practice
Discursive constructions of literacies
Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augme…
Metaxis moments prompted by authentic questions in primary classroom contexts
Metaxis offers a powerful, yet elusive space for learning. We argue that authentic questions can provoke compelling metaxis moments where students and their teachers straddle two worlds at one time: the fictional and the real. We report findings from two New Zealand research projects in primary schools where we investigated the precursors to metaxis moments in process drama. We analysed lesson plans (LP) and group meeting, lesson and individual i…
Bridging the theory-practice divide in teacher education through process drama pedagogy
Exploring beginning teachers’ experiences in a liminal phase
The first year of teaching is an exciting time of growth, but it’s not without challenge. This qualitative study investigates how the practice-based experiences of 26 beginning teachers (BTs) in Australasia influenced changes in their view of themselves as teachers during their first year, based on two interviews. Alongside lenses of identity development and resilience commonly used to interrogate this intense formative phase in teachers’ careers…
“More like a Manifesto than a Curriculum”
Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contrib…
Illuminating the liminal lives of early career teachers
The transition from teacher education to working in the profession is significant. Teacher education programmes are tasked with preparing new graduates to be profession ready, and views on readiness are contentious. In this article we offer contemporary insights into the professional experiences of early career primary teachers in New Zealand. Using liminality as a theoretical framework, we take a longitudinal view capturing the perspectives of e…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Teacher Education and Leadership Studies (5 works) · Aotearoa (3 works) · Literacy, Media, and Education (3 works) · Philosophy (3 works) · Art (2 works) · Computer Science (2 works)