Intérêts de recherche et activités savantes

Intérêts de recherche

• Initial teacher education,
• induction of beginning teachers,
• teacher self-study,
• student voice in learning and schools,
• social justice in teaching and teacher education.

Domaines d'enseignement

• Equity in education,
• professional practice,
• practitioner researc

Publications

Kane, R.G.; Maw, N. & Chimwayange, C. (2006) Making sense of learning: An Exploration by Teachers with students. A final report to the New Zealand Council of Educational Research (NZCER), submitted January 2006.

Kane, R.G. & Mallon, M. (2005) Perceptions of Teachers, Teaching and the Status of Teachers in Aotearoa New Zealand. A final research report to the Ministry of Education. Submitted November 2005.

Kane, R.G. & Maw, N. (2005) Making sense of learning at secondary school: involving students to improve teaching practice, Cambridge Journal of Education, 35(3):311-322

Kane, R.G. & Broadley, G. (2005) Learning From Experience Within Professional Relationships. In P. Adams (Ed) Teachers' work in Aotearoa New Zealand: Becoming a professional early childhood, primary and secondary educator. Palmerston North: Dunmore Press, pp. 307-319.

Kane, R.G. (2005) Listening to Students' Voices: Self Study of Teacher Education Practice. In Denicolo, P.M. & Kompf. M. (Eds) Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities. Amsterdam: Taylor & Francis Group, pp. 134-142.

Kane, R.G. & Russell, T. (2005) Reconstructing knowledge-in-action: Learning from the authority of experience as a first-year teacher. In D. Beijaard, P.C. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.). New Directions in Teachers' Working and Learning Environment. Dordrecht, Boston, London: Kluwer Academic Publishers, pp. 133-149.

Kane, R.G., Burke, P., Cullen, J., Davey, R., Jordan, B., McMurchy-Pilkington, C., Mansell, R., MacIntyre, L., Scrivens, C., Stephens, C., & Waiti, P. (2005) Initial Teacher Education Policy and Practice. A final research report to the Ministry of Education and the New Zealand Teachers Council. Submitted October 2005. Published December 2005 ISBN 0-478-13396-0.

Ham, V & Kane, R.G. (2004) Finding a way through the Swamp: A case for self-study as research. In J. Loughran, T. Russell, V. LaBoskey & M. L. Hamilton (Eds.) International Handbook on Self-Study in Teaching and teacher Education, Amsterdam, Kluwer Press, pp. 103-150.

Kane, R.G., Sandretto, S., Heath, C. (2004) An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47(3), pp. 283-310.

Sandretto, S., Kane, R.G. & Heath, C. (2002). Making the tacit explicit: A teaching intervention program for early career academics. International Journal for Academic Development. 7(2), pp. 135-145.

Kane, R.G., Sandretto, S., Heath, C. (2002) Telling half the story: A critical review of the research into tertiary teachers’ beliefs, Review of Educational Research. 72(2), 177-228.

Kane, R.G. (2002) How we teach the teachers: new ways to theorize practice and practice theory. Prospects, UNESCO, Paris, vol. 32, no. 3, p.348-363.