Beverley C Cooper
Associate Dean Teacher Education
Assessment and Evaluation in Education; Learning in Science and Technology; Teacher Education
Practicum, Teacher Education
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Cooper, Mrs Beverley||4382||bcooper||TC.2.75||Faculty of Education Dean's Office|
|Cooper, Mrs Beverley||4382||bcooper||Centre for Teacher Education|
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Currently Associate Dean Teacher Education and chair of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ) which represents institutions who offer degree level Initial Teacher Education programmes
Beverley's research is focused on teacher education programmes. She is currently co-leading a three year TLRI -Mathematical Thinking and Reasoning in Initial Teacher Education MARKITE which is exploring how to support the development of mathematical thinking for a teacher's professional work.
She is sponsor and researcher on a longitudinal developmental evaluation which is looking at the effectiveness of an innovative Collaborative University - School partnership (CUSP) for the BTchg primary programme.
Beverley is also leading a project looking at the development of a shared understanding of practicum judgements between university and schools.
She is a member of the APEC project Identifying Unique and Promising Practices in Upper Secondary Maths and Science (Physics and Chemistry) Teacher Preparation. This international project involves nine countries.
She has been involved in several large research and project teams including the NZ curriculum stocktake, the TELA laptop evaluation project, the Ministry of Research Science and Technology Science Learning Hub development team (http://www.sciencelearn.org.nz), the Solomon Islands School of Education Project, the Ministry of Education funded Curriculum Implementation Exploratory Studies project and a Teaching Learning Research Initiative (TLRI) Learning to be Assessement Capable Teachers to research assessment capabilities of teacher education students.
Cowie, B., & Cooper, B. (2017). Functions of assessment in relation to sociocultural teacher education approaches. In D. J. Clandinin, & J. Husu (Eds.), The Sage Handbook of Research on Teacher Education (pp. 963-978). SAGE. Retrieved from https://us.sagepub.com/
Furness, J., Cowie, B., & Cooper, B. C. (2017). Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education. Policy Futures in Education, 1-16. doi:10.1177/1478210317719778
Cooper, B., & Cowie, B. (2017). The Politics of Evidence: Data Literacy an essential capacity for teachers?. In Teacher Education Policy and Practice - Evidence of Impact, Impact of Evidence. Australian Catholic University, Brisbane, Australia.
Cooper, B., Cowie, B., Furness, J., Peter, M., & Bailey, J. (2017). Mathematical reasoning and knowledge in initial teacher education (MARKITE): Mathematical reasoning and knowledge in initial teacher education (MARKITE). Teacher & Learning Research Initiative.
Find more research publications by Beverley Cooper