School of Education

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https://hdl.handle.net/10292/3300
Research within the School of Education is driven by students working towards postgraduate qualifications, staff pursuing their own research interests, and contracts for funding agencies such as the Ministry of Education and other partners. Research interests in the School of Education include; Learning and teaching, theory and practice, Curriculum and development, Teacher education, Early childhood education, Adult and tertiary education and development, Schools, E-learning, Educational administration, and Professional inquiry and practice.

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Browsing School of Education by Author "Bernay, R"

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    Following the Inner Camino: An Autoethnographic Study
    (New Zealand Council for Educational Research, 2019-03-20) Bernay, R
    This article considers the experience of walking the 850-km Camino del Norte to Santiago de Compostela in Spain as a metaphor for an inner camino: an inner way of developing resilience. Suggestions are proposed about what this might mean for initial teacher education and student teachers themselves. Using an autoethnographic methodology, self-observations, alongside the author’s perceptions of the different approaches to individual coping observed in other travellers, are reviewed in stories and then examined through forms and habits of mind. After further personal reflective analysis, themes are revealed from the original observations. The discussion suggests possible innovations for teacher education, which emerged from the themes that may resonate for the reader. This autoethnographic journey provided an opportunity to rethink co-constructed learning, the use of guide posts for new innovations, and the importance of paring back to key essentials in teaching practice and in our personal and professional lives.
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    A Review of Undergraduate Education Student Responses to the Online Component of Blended Learning: A Cautionary Tale
    (Edith Cowan University, 2022-06-06) Bernay, R; Jenkin, C; Utumapu-McBride, T; Schoone, A; Gibbons, A
    Calls for enhancing the digital interface for teaching and learning within tertiary institutions have played out in one School of Education, with variable results. Online learning tasks were added in 2018 to regular classes to provide more flexibility for student engagement. A team of lecturers developed a questionnaire for students to be completed after the first semester pilot. Data and findings indicated that one-third of students identified online learning as an enhancement to their learning. A second survey was conducted one year later to assess changes made and analyse the longer-term impacts. During the COVID-19 lockdown, fully online pedagogy was required; anecdotal observation indicated an improvement in satisfaction and engagement, but perhaps only because online was the only way possible to complete assessments. The conclusion contains recommendations and a cautionary tale, when introducing online learning across existing courses.
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    A study of the effects of mindfulness in five primary schools in New Zealand
    (The Institute of Education, Massey University, 2014) Bernay, R
    programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Māori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Māori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one’s health such that if one part of a house (or one’s health) is not in order, then there will be an effect of the other parts of the house (an individual’s health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person’s well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced selfawareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.
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