Teachers, Teacher Education, and Professional Development

Teacher Education Specific to Mathematics and Science

New Zealanders can take a number of paths to become qualified teachers, through a range of teacher education providers. Universities, wānanga (Māori-based tertiary institutions), and accredited private training establishments offer initial teacher education programs for early childhood, primary, and secondary teaching. A number of teacher education providers offer degree programs for prospective teachers wishing to work in bilingual or Māori immersion settings. Teacher trainees can either earn a bachelor’s degree (in education or a specialist subject) followed by a Graduate Diploma of Teaching, or complete study that combines a bachelor’s degree with teacher education. The Education Council of Aotearoa New Zealand must approve all teacher education programs.18

All initial teacher education programs include a compulsory practicum lasting from 14 weeks for one-year, postgraduate teacher education programs to about 26 weeks for three- or four-year degree programs. The practicum requires teachers to work under the supervision of experienced teachers in a range of schools. After graduating, beginning teachers are provisionally registered and must undergo further supervision for a minimum of two years. Schools are required to provide high quality induction and mentoring programs to support provisionally registered teachers to gain full registration.19

Although there are no specific requirements for time spent on particular learning areas (subjects), initial teacher education programs must be designed to enable graduates to meet seven Graduating Teacher Standards, implemented in 2008. These standards state that graduating teachers should have the following capabilities: know what to teach; know about learners and how they learn; understand how contextual factors influence teaching and learning; use professional knowledge to plan for a safe, high quality teaching and learning environment; use evidence to promote learning; develop positive relationships with learners and the members of learning communities; and be committed members of the profession.20

Specialist secondary mathematics or science teachers are expected to have completed some tertiary level mathematics or science papers. Mathematics and the sciences are currently experiencing teacher shortages across the secondary education sector.21

Requirements for Ongoing Professional Development

The Education Council of Aotearoa New Zealand keeps a register of all qualified teachers. Teacher registration is mandatory for all teachers employed in New Zealand schools. Upon registration, a teacher receives a practicing certificate, to be renewed every three years. To have their practicing certificate renewed, teachers are expected to comply with the Practicing Teacher Criteria.22 One criterion requires the demonstration of a commitment to ongoing professional learning and development of personal professional practice. A professional leader must testify that a teacher has undertaken satisfactory professional development at each three-year certificate renewal. Schools are responsible for ensuring that teachers participate regularly in some form of professional development, the majority of which occurs in school contexts. The bulk of professional learning and development funding for mathematics received in 2014–2015 was assigned to teachers of Years 1 to 8.23 From 2017, professional development will largely focus on a small number of national priorities including mathematics/pāngarau and science/pūtaiao.24