She is proud to say she has trained 386 secondary science teachers, 70 of whom are still 教学 in greater Wellington, 还有她现在还在联系的人.
Dr Moeed came to New Zealand in 1975, 通过各种各样的角色, she has taught science to children and adults of all ages, 从2.5 years old to her age, which she remarks is “considerable”.
“When I came to New Zealand, the most fascinating thing for me was that everyone knew some science. Whether it was the lady who made the tea in the tea room, 农夫, 还有搭篱笆的农场工人, they all knew and could apply science,”她说.
She joined the Wellington College of Education , which later merged with the Faculty of Education, in 2000 where she was involved in primary and secondary science teacher education.
“我教了46年书, my philosophy is you must care about the children or students and care about their learning. The age of the learner doesn’t matter. 如果你在乎他们, you will look after their wellbeing, 他们的情绪, 社会需求, 以及他们的认知需求. 你会照顾好那个人的.
“And if you care about their learning, 你会计划得很好, 你会教得很好, 你会支持得很好, 你会评估得很好. I am grateful to the University for letting me be the teacher I have always been.”
她以前的一位实习老师, 里奇•米勒, works now at Newlands College along with a number of other Te Herenga Waka alumni who went through Dr Moeed’s course. He agrees that building relationships with your students is extremely important, 说, “Azra is the teacher that makes you feel as 虽然 she is the relative you never knew you had.”
Dr Moeed has been pushing for changes in the way science is taught since completing her PhD research into the links between learning, motivation, and internal assessment in year 11. Her research found what is not assessed is not taught, 让她得出结论, “assessment should only ever come before learning in the dictionary, 和其他地方.”
She says, “It has taken 10 years for a change to NCEA to happen. The first thing they did was redo the achievement standards—then they decided to reset the curriculum.
“I’m very hopeful about the curriculum realignment. People will hopefully realise assessment matters, but learning matters a bit more.”
莫伊博士希望, 虽然, that as the Ministry refreshes the Curriculum, they don’t get lost trying to fight over what is knowledge. “I spent six years in a Te Kura Kaupapa school researching science education from a mātauranga Māori perspective. And what I learned there was the importance of connectedness. Māori look for connection in everything. And with what has happened with assessment, that connectedness in the discipline of science has been lost. 这是巨大的.
“If you are going to be a science teacher, you have to think about a connected world.”
Mr Miller currently works with Dr Moeed and others on a Teaching and 学习 研究 Initiative project (led by Dr Cathal Doyle from the Wellington School of Business and Government) that researches the use of online citizen science projects within the science curriculum. “Azra’s consistent motivation has challenged me to create what she would call ‘hands on, 思想上的经验.
“Azra is a champion of looking to the local environment and community to promote student engagement in science. 在我的教师培训期间, Azra first seeded the idea of learning science through a traditional Māori hāngī. Newlands College now has an annual hāngī as part of their Level 1 NCEA curriculum.”
Another of Dr Moeed’s former students, 马特·伊斯特布鲁克, is the current Head of Biology at Burnside High School in Christchurch. He says, “Azra’s influence on my 教学 practice has been huge. Her research-based approach to 教学 and learning has stuck with me throughout my career. Her practical approach to 教学 that allows students to learn science through engaging lessons is one key aspect of 教学 that has stuck with me. 这个世界上需要更多的阿兹拉.”
Dr Moeed has recently signed a publication agreement for a book of stories from her 教学 career, which will come out later this year. Its working title is ‘Kia ora, Precious Jewels.’