References
- Abbiss, J. (2013). Social sciences and ‘21st century education’ in schools: Opportunities and challenges. New Zealand Journal of Educational Studies, 48(2), 5–18.
- Abbiss, J. (2015). Future-oriented learning, innovative learning environments and curriculum: What’s the buzz? http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-11-2015.http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-11-2015
- Abbiss, J., & Quinlivan, K. (2012). The sum is greater than the parts: Understanding teacher educators’ epistemological shifts through dual (interpretive and post-‐structural) meta-analyses. Paper presented at the European Conference on Educational Research (ECER), Cadiz, Spain, 18–21 September, 2012. University of Canterbury. School of Maori, Social and Cultural Studies in Education.
- Andreotti, V. (2010). Postcolonial and post-critical global citizenship education. In G. Elliot, C. Fouralli, & S. Issler (Eds.), Education and social change: Connecting local and global perspectives. Continuum, 233–245.
- Andreotti, V. (2016). The educational challenges of imagining the world differently. Canadian Journal of Development Studies/Revue Canadienne D’études Du Développement, 37(1), 101–112. https://doi.org/https://doi.org/10.1080/02255189.2016.1134456
- Annamma, S., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/https://doi.org/10.1080/13613324.2012.730511
- Apple, M. (2011). Global crises, social justice, and teacher education. Journal of Teacher Education, 62(2), 222–234. https://doi.org/https://doi.org/10.1177/0022487110385428
- Baglieri, S. (2017). Disability studies and the inclusive classroom: Critical practices for embracing diversity in education (2nd ed.). New York Routledge.
- Ballard, K. (1997). Researching disability and inclusive education: Participation, construction and interpretation. International Journal of Inclusive Education, 1(3), 243–256. https://doi.org/https://doi.org/10.1080/1360311970010302
- Ballard, K. (1998). Disability and discrimination: Laws, ethics and practices. Childrenz Issues: Journal of the Children’s Issues, 2(2), 27–30.
- Ballard, K. (2013). Thinking in another way: Ideas for sustainable inclusion. International Journal of Inclusive Education, 17(8), 762–775. https://doi.org/https://doi.org/10.1080/13603116.2011.602527
- Benade, L., Gardner, M., Teschers, C., & Gibbons, A. (2014). 21st-century learning in New Zealand: Leadership insights and perspectives. Journal of Educational Leadership, Policy and Practice, 29(2), 47–60.
- Biesta, G. (2010). What is education for? In G. Biesta (Ed.), What is education for? Good education in an age of measurement (pp. 10–27). Paradigm Publishers.
- Biesta, G. (2015a). Improving education through research? From effectiveness, causality and technology to purpose, complexity and culture. Policy Futures in Education, 14(2), 194–210. https://doi.org/https://doi.org/10.1177/1478210315613900
- Biesta, G. (2015b). On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education. European Educational Research Journal, 14(1), 11–22. https://doi.org/https://doi.org/10.1177/1474904114565162
- Biesta, G. (2015c). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/https://doi.org/10.1111/ejed.12109
- Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5), 734–742. https://doi.org/https://doi.org/10.1016/j.tate.2009.01.009
- Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning & teaching - a New Zealand perspective. Ministry of Education New Zealand. New Zealand Council for Educational Research. https://nicspaull.files.wordpress.com/2017/03/bolstad-et-al-2012-nz-future-oriented-07062012.pdf
- Brown, W. (2011). The end of educated democracy. Representations, 116(1), 19–41. https://doi.org/https://doi.org/10.1525/rep.2011.116.1.19
- Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. MIT Press.
- Brown, W. (2016). Sacrificial citizenship: Neoliberalism, human capital, and austerity politics. Constellations: An International Journal of Critical & Democratic Theory, 23(1), 3–14. https://doi.org/https://doi.org/10.1111/1467-8675.12166
- Ching, G., & Chin, J. (2012). Managing higher education institution internationalization: Contemporary efforts of a university in Taiwan. International Journal of Research Studies in Management, 1(1), 3–16. https://doi.org/https://doi.org/10.5861/ijrsm.2012.v1i1.9
- Cobb, T. (1999). Applying constructivism: A test for the learner-as-scientist. Educational Technology Research and Development, 47(3), 15–31. https://doi.org/https://doi.org/10.1007/BF02299631
- Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center?. Teaching and Teacher Education, 57(5), 67–78. https://doi.org/https://doi.org/10.1016/j.tate.2016.03.006
- College of Education. (2013). Exemplary postgraduate ite programmes RFA (round 2) - submission to the Ministry. University of Canterbury.
- Collins, S. (2018). ‘Wake up’ call after study finds fewer low-income NZ kids ‘beating the odds’ to succeed at school. NZ Herald. New Zealand Herald. http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11984519
- Duong, V. A., & Chua, S. K. (2016). English as a symbol of internationalization in higher education: A case study of Vietnam. Higher Education Research & Development, 35(4), 669–683. https://doi.org/https://doi.org/10.1080/07294360.2015.1137876
- Ell, F. (2011). Teacher education in New Zealand. Journal of Education for Teaching: JET, 37(4), 432–440. https://doi.org/https://doi.org/10.1080/02607476.2011.611010
- Ell, F., & Grudnoff, L. (2013). The politics of responsibility: Teacher education and “persistent underachievement” in New Zealand. The Educational Forum, 77(1), 73–86. https://doi.org/https://doi.org/10.1080/00131725.2013.739023
- Executive Yuan (2019). Taiwan’s 2030 goal to become a bilingual nation. Executive Yuan. https://english.ey.gov.tw/News3/9E5540D592A5FECD/c9ce3800-d7bf-47f5-9d6e-a244d215ea00
- Ferri, B., & Connor, D. (2014). Talking (and not talking) about race, social class and dis/ability: Working margin to margin. Race Ethnicity and Education, 17(4), 471–493. https://doi.org/https://doi.org/10.1080/13613324.2014.911168
- Fickel, L., Henderson, C., & Price, G. (2017). Language, culture and identity at the nexus of professional learning. Educational Research, 59(4), 391–407. https://doi.org/https://doi.org/10.1080/00131881.2017.1373029
- Fwu, B. J., & Wang, H. H. (2002). From uniformity to diversification: Transformation of teacher education in pursuit of teacher quality in Taiwan from 1949 to 2000. International Journal of Educational Development, 22(2), 155–167. https://doi.org/https://doi.org/10.1016/S0738-0593(01)00019-0
- Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), 714–725. https://doi.org/https://doi.org/10.1598/JAAL.44.8.3
- Gee, J. P. (2014). Introduction to discourse analysis: Theory and method (4th ed.). Routledge.
- Gilbert, J. (2010). Equality and difference: Schooling and social democracy in the 21st century. Critical Literacy: Theories and Practices, 4(1), 107–127.
- Gilbert, J. (2013). What should initial teacher education programmes for 2022 look like and why? Waikato Journal of Education, 18(1), 105–116. https://doi.org/https://doi.org/10.15663/wje.v18i1.144
- Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, Theory and Practice, 15(2), 273–289. https://doi.org/https://doi.org/10.1080/13540600902875340
- Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2016). Rethinking initial teacher education: Preparing teachers for schools in low socio-economic communities in New Zealand. Journal of Education for Teaching, 42(4), 451–467. https://doi.org/https://doi.org/10.1080/02607476.2016.1215552
- Hallinger, P. (2010). Making education reform happen: Is there an ‘Asian’ way? School Leadership & Management, 30(5), 401–418. https://doi.org/https://doi.org/10.1080/13632434.2010.502524
- Heng, L. (2020). An exploration of one initial teacher education (ITE) programme’s attempt to transform past and present educational approaches. In M. K. E. Thomas, L. Heng, & P. Walker (Eds.), Inclusive education is a right, right?. Sense Publishers.
- Heng, L., Quinlivan, K., & Du Plessis, R. (2019a). Deconstructing initial teacher education: A critical approach. Journal of Inclusive Education, 1–13. https://doi.org/https://doi.org/10.1080/13603116.2019.1708982
- Heng, L., Quinlivan, K., & Du Plessis, R. (2019b). Exploring the creation of a new initial teacher education (ITE) programme underpinned by inclusion. Journal of Inclusive Education, 23(10), 1017–1031. https://doi.org/https://doi.org/10.1080/13603116.2019.1625454
- Ho, M. S., & Hindley, J. (2011). The humanist challenge in Taiwan’s education: Liberation, social justice and ecology. Capitalism Nature Socialism, 22(1), 76–94. https://doi.org/https://doi.org/10.1080/10455752.2010.546653
- Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
- Hordern, J., & Tatto, M. T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44(6), 1–16. https://doi.org/https://doi.org/10.1080/03054985.2018.1438254
- Huang, Y. P., & Jhuang, W. T. (2015). Affordance of English medium instruction contexts in Taiwan. Taiwan Journal of TESOL, 12(1), 1–34.
- Hung, H. T., & Yeh, H. C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education, 36(8), 153–165. https://doi.org/https://doi.org/10.1016/j.tate.2013.07.009
- Izadinia, M. (2014). Teacher educators’ identity: A review of literature. European Journal of Teacher Education, 37(4), 426–441. doi:https://doi.org/10.1080/02619768.2014.947025.
- Jani, J. S., Pierce, D., Ortiz, L., & Sowbel, L. (2011). Access to intersectionality, content to competence: Deconstructing social work education diversity standards. Journal of Social Work Education, 47(2), 283–301. https://doi.org/https://doi.org/10.5175/JSWE.2011.200900118
- Kearney, A., & Kane, R. (2006). Inclusive education policy in New Zealand: Reality or ruse? International Journal of Inclusive Education, 10(2–3), 201–219.
- Kim, H. R., & Oh, I. (2011). Migration and multicultural contention in East Asia. Journal of Ethnic and Migration Studies, 37(10), 1563–1581. doi:https://doi.org/10.1080/1369183X.2011.613332.
- Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71(2), 186–196. https://doi.org/https://doi.org/10.1093/elt/ccw072
- Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., Cheo, M., & Baumert, J. (2015). Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers. Teaching and Teacher Education, 46(2), 115–126. https://doi.org/https://doi.org/10.1016/j.tate.2014.11.004
- Kleinsasser, R. C., & Liu, M. H. (2013). Context perspectives in a Taiwan junior high school. Teaching and Teacher Education, 34(6), 143–153. https://doi.org/https://doi.org/10.1016/j.tate.2013.04.009
- Kress, G. (2011). Discourse analysis and education: A multimodal social semiotic approach. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 205–226). Routledge.
- Leimgruber, J. R. E. (2013). The trouble with World Englishes. English Today, 29(3), 3–7. https://doi.org/https://doi.org/10.1017/S0266078413000242
- Liasidou, A. (2011). Unequal power relations and inclusive education policy making. Educational Policy, 25(6), 887–907. https://doi.org/https://doi.org/10.1177/0895904810386587
- Liasidou, A., & Symeou, L. (2016). Neoliberal versus social justice reforms in education policy and practice: Discourses, politics and disability rights in education. Critical Studies in Education, 57(3), 1–18. https://doi.org/https://doi.org/10.1080/17508487.2016.1186102
- Lin, T. B. (2016). Reigniting the passion for learning: A systematic attempt in Taipei. Frontiers of Education in China, 11(3), 356–373. doi:https://doi.org/10.3868/s110-005-016-0028-0.
- Lin, T. B., Wang, L. Y., Li, J. Y., & Chang, C. (2014). Pursuing quality education: The lessons from the education reform in taiwan. The Asia-Pacific Education Researcher, 23(4), 813–822. https://doi.org/https://doi.org/10.1007/s40299-013-0135-4
- Macfarlane, A., Macfarlane, S., Savage, C., & Glynn, T. (2012). Inclusive education and maori communities in Aotearoa New Zealand. In S. Carrington & J. MacArthur (Eds.), Teaching in inclusive school communities (pp. 163–186). John Wiley and Sons Australia.
- Macfarlane, A., Glynn, T., Grace, W., Penetito, W., & Baterman, S. (2008). Indigenous epistemology in a national curriculum framework? Ethnicities,8(1), 102–126. doi:https://doi.org/10.1177/1468796807087021.
- McPhail, G., & Rata, E. (2016). Comparing curriculum types: ‘Powerful knowledge’ and ‘21st century learning’. New Zealand Journal of Educational Studies, 51(1), 53–68. https://doi.org/https://doi.org/10.1007/s40841-015-0025-9
- Ministry of Education. (2010). A vision for the teaching profession. Wellington, New Zealand: Author.
- Ministry of Education. (2013). Request for application for provision of exemplary post graduate initial teacher education (ITE) programmes.
- Ministry of Education. (2017). School structures and governance. https://www.education.govt.nz/
- Openshaw, R. (2007). Evaluation of Te Kotahitanga - Phase 3. New Zealand Post Primary Teacher’s Association. New Zealand Post Primary Teacher's Association. https://www.ppta.org.nz/publication-library/publications-archive/document/192
- Ozturgut, O. (2011). Learning by example: Standardized testing in the cases of China, Korea, Japan, and Taiwan. Academic Leadership: The Online Journal, 9(3), 13.
- Patton, M. Q. (2015). Qualitative research & evaluation methods. SAGE Publications.
- Paugh, P., & Dudley‐Marling, C. (2011). ‘Speaking’ deficit into (or out of) existence: How language constrains classroom teachers’ knowledge about instructing diverse learners. International Journal of Inclusive Education, 15(8), 819–833. https://doi.org/https://doi.org/10.1080/13603110903437144
- Rice, M. F., Newberry, M., Whiting, E., Cutri, R., & Pinnegar, S. (2015). Learning from experiences of non-personhood: a self-study of teacher educator identities. Studying Teacher Education, 11(1), 16–31. doi:https://doi.org/10.1080/17425964.2015.1013024.
- Rubdy, R. (2009). Reclaiming the local in teaching EIL. Language and Intercultural Communication, 9(3), 156–174. https://doi.org/https://doi.org/10.1080/14708470902748822
- Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
- Sleeter, C. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. https://doi.org/https://doi.org/10.1177/0042085911431472
- Su, Y. C. (2011). The effects of the cultural portfolio project on cultural and EFL learning in Taiwan’s EFL college classes. Language Teaching Research, 15(2), 230–252. doi:https://doi.org/10.1177/1362168810388721.
- Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching, 14(5–6), 531–542. doi:https://doi.org/10.1080/13540600802571387.
- Tatto, M. T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41(2), 171–201. https://doi.org/https://doi.org/10.1080/03054985.2015.1017405
- Timmerman, G. (2009). Teacher educators modelling their teachers? European Journal of Teacher Education,32(3), 225–238. doi:https://doi.org/10.1080/02619760902756020.
- Tsou, W. (2015). From globalization to glocalization: Rethinking English language teaching in response to the ELF phenomenon. English as a Global Language Education (Eagle) Journal, 1(1), 47–63. https://doi.org/https://doi.org/10.6294/EaGLE.2015.0101.03
- United Nations (UN). (2015a). About the Sustainable Development Goals. Retrieved from https://www.un.org/sustainabledevelopment/sustainable-development-goals/
- United United Nations (UN). (2015b). Quality education. Retrieved from https://www.un.org/sustainabledevelopment/education/
- Wang, H. H. (2010). Diversity within uniformity: The dynamics of government control and program diversity in teacher education curriculum in Taiwan. Bulletin of Educational Research, 56(4), 95–138.
- Wang, H. H., & Fwu, B. J. (2007). In pursuit of teacher quality in diversity: A study of the selection mechanisms of new secondary teacher education programmes in Taiwan. International Journal of Educational Development, 27(2), 166–181. https://doi.org/https://doi.org/10.1016/j.ijedudev.2006.07.003
- Wills, R. (2006). Special education 2000: A New Zealand experiment. International Journal of Inclusive Education, 10(23), 189–199. https://doi.org/https://doi.org/10.1080/13603110500296646
- Wrigley, T., Lingard, B., & Thomson, P. (2012). Pedagogies of transformation: Keeping hope alive in troubled times. Critical Studies in Education, 53(1), 95–108. https://doi.org/https://doi.org/10.1080/17508487.2011.637570
- Yang, C. C., Chen, S. H., Ho, H. F., & Wang, L. P. (2013). A matter of experience and practice revamping the pre-service training of secondary school teachers in taiwan. The Asia-Pacific Education Researcher, 22(1), 101–109. https://doi.org/https://doi.org/10.1007/s40299-012-0031-3
- Ybema, S., Yanow, D., Wels, H., & Kamsteeg, F. (2010). Ethnography. In A. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 348–352). SAGE Publications.
- Yeh, H. C. (2018). Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies. Language Learning & Technology, 22(2), 28–37.