A Companion to Research in Teacher Education

Chapter 31

Teacher Education, Research and Migrant

Children

Nesta Devine, Jeanne Pau’uvale Teisina and Lorraine Pau’uvale

A companion to research in teacher education holds already a complex position
with regard to research: it is concerned with both the process of educating teachers,
and the matter of education itself; with the relationships with students; the processes
of teaching and learning; andfitting in with the cultures of school and family and
community and government. In our paper, we have tried to address these elements,
by addressing teacher research from three angles: some issues which could be
researched in order to improve teacher education (i.e. targeted at teacher educators);
some issues which are best addressed by the student teachers doing some research
while they are in the relatively safe environment of institutional teacher education;
and some suggestions concerning research into the needs of migrant children which
should inform teacher education and teacher practice.

31.1 Introduction

We have tried to follow the following organisation of our thoughts in this paper:
Teacher educator research

1. Teacher education teachers’—research into the ways of being of migrants, i.e.
   into sociological and nomadological research into migrant groups and their
   differences from each other as well as from the mainstream.

N. Devine (&)
J.P. Teisina
L. Pau’uvale
Auckland University of Technology, Auckland, New Zealand
e-mail: [email protected]

J.P. Teisina
e-mail: [email protected]

L. Pau’uvale
e-mail: [email protected]

©Springer Nature Singapore Pte Ltd. 2017
M.A. Peters et al. (eds.),A Companion to Research in Teacher Education,
DOI 10.1007/978-981-10-4075-7_31

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