The Politics of Responsibility: Teacher Education and “Persistent Underachievement” in New Zealand

Abstract

Historically, New Zealand policy makers have defined quality teachers as those who form effective learning relationships with students and teach in culturally appropriate and responsive ways. Recent global emphasis on standardised test score improvement suggests that this definition is shifting, implying changes for the focus and the form of teacher education. This article explores this shift and its effect on raising achievement for learners in New Zealand schools and its implications for teacher education.

Key words:

• Global Economic Reform Movement (GERM)
• New Zealand
• teacher education reform.