Anne Yates
Dados Biográficos
| ID | 6509429 |
|---|---|
| NOME | Anne Yates |
| PRENOMES | Anne |
| SOBRENOME | Yates |
| ASSINATURA | YATES A |
| AFILIAÇÕES | Victoria University of Wellington |
| ORCID | 0000-0003-1814-9797 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1953 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Identity Development of Career-Change Secondary Teachers
Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs…
Each discipline is different
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar room…
What can teacher educators learn from career-change teachers’ perceptions and experiences
The potential of career-change teachers to address teacher shortages has heightened significance post-COVID-19. This systematic literature review synthesises research about career-change teachers' (CCTs') experiences and perceptions, to inform initial teacher education (ITE). A recent proliferation of studies of high/middle school CCTs especially relate to what CCTs bring, CCTs' teaching practice, and decisions to leave the profession. Findings h…
Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective
New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers’ work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student teachers have different needs to experienced teachers. This article evaluates three frameworks (DigComp…
High school students’ experience of online learning during Covid-19
The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.’s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners’ experience when using digital devices for learning: personalisation, authenticity and collaboration. High school st…
Recommender Systems for Moocs
In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Schola…
Teacher professional leadership in support of teacher professional development
Professional development design
Secondary School Entrance Examinations
Professional development design
Teacher professional leadership in support of teacher professional development
What can teacher educators learn from career-change teachers’ perceptions and experiences
The potential of career-change teachers to address teacher shortages has heightened significance post-COVID-19. This systematic literature review synthesises research about career-change teachers' (CCTs') experiences and perceptions, to inform initial teacher education (ITE). A recent proliferation of studies of high/middle school CCTs especially relate to what CCTs bring, CCTs' teaching practice, and decisions to leave the profession. Findings h…
Secondary School Entrance Examinations
Professional development design
Teacher professional leadership in support of teacher professional development
Recommender Systems for Moocs
In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Schola…
High school students’ experience of online learning during Covid-19
The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.’s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners’ experience when using digital devices for learning: personalisation, authenticity and collaboration. High school st…
Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective
New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers’ work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student teachers have different needs to experienced teachers. This article evaluates three frameworks (DigComp…
Each discipline is different
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar room…
What can teacher educators learn from career-change teachers’ perceptions and experiences
The potential of career-change teachers to address teacher shortages has heightened significance post-COVID-19. This systematic literature review synthesises research about career-change teachers' (CCTs') experiences and perceptions, to inform initial teacher education (ITE). A recent proliferation of studies of high/middle school CCTs especially relate to what CCTs bring, CCTs' teaching practice, and decisions to leave the profession. Findings h…
Identity Development of Career-Change Secondary Teachers
Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs…
Psychology (8 obras) · Pedagogy (7 obras) · Medical education (6 obras) · Medicine (6 obras) · Mathematics education (5 obras) · Computer Science (3 obras) · Digital literacy in education (3 obras) · Professional development (3 obras) · Teacher Education and Leadership Studies (3 obras) · Child Development and Digital Technology (2 obras)