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At BTI, you will learn from staff who are experienced teachers and educators, researchers, practitioners, health workers and graduates themselves. Many have worked in private practice, for public institutions and for universities in Aotearoa New Zealand and overseas.
Biography
Daniela has been teaching for 10 years in the performing and visual arts across New-Zealand and London.
Her Master’s thesis was born through the disparity she noticed between her students experience of teachers teaching and the teacher’s heart for the classroom.
Using indigenous methodology- Photo Yarn (Rogers, 2019) she explored empowerment of teenagers with regards to teachers pedagogy.
Through the way she teaches here at BTI and her research interests, she addresses the paradox between the teacher and student’s experiences within the classroom through modelling creating an intentional space (physical, spiritual and emotional) that promotes equality and mutuality (Smith & Smith, 2011; Palmer, 1997).
She presented at the ICCTE virtual conference hosted by Mount Vernon Nazarene University- Conference theme: Traveling to Samaria: Embracing the Unembraceable.
Research
Bernard, S. (2017). Peer mentoring: Improving student outcomes by collaboration. ATLAANZ Journal, 2(2), 34-44. Retrieved from http://journal.atlaanz.org/index.php/ATLAANZ/index
At BTI, you will learn from staff who are experienced teachers and educators, researchers, practitioners, health workers and graduates themselves. Many have worked in private practice, for public institutions and for universities in Aotearoa New Zealand and overseas.
Biography
Daniela has been teaching for 10 years in the performing and visual arts across New-Zealand and London.
Her Master’s thesis was born through the disparity she noticed between her students experience of teachers teaching and the teacher’s heart for the classroom.
Using indigenous methodology- Photo Yarn (Rogers, 2019) she explored empowerment of teenagers with regards to teachers pedagogy.
Through the way she teaches here at BTI and her research interests, she addresses the paradox between the teacher and student’s experiences within the classroom through modelling creating an intentional space (physical, spiritual and emotional) that promotes equality and mutuality (Smith & Smith, 2011; Palmer, 1997).
She presented at the ICCTE virtual conference hosted by Mount Vernon Nazarene University- Conference theme: Traveling to Samaria: Embracing the Unembraceable.
Research
Bernard, S. (2017). Peer mentoring: Improving student outcomes by collaboration. ATLAANZ Journal, 2(2), 34-44. Retrieved from http://journal.atlaanz.org/index.php/ATLAANZ/index
Daniela has been teaching for 10 years in the performing and visual arts across New-Zealand and London.
Her Master’s thesis was born through the disparity she noticed between her students experience of teachers teaching and the teacher’s heart for the classroom.
Using indigenous methodology- Photo Yarn (Rogers, 2019) she explored empowerment of teenagers with regards to teachers pedagogy.
Through the way she teaches here at BTI and her research interests, she addresses the paradox between the teacher and student’s experiences within the classroom through modelling creating an intentional space (physical, spiritual and emotional) that promotes equality and mutuality (Smith & Smith, 2011; Palmer, 1997).
She presented at the ICCTE virtual conference hosted by Mount Vernon Nazarene University- Conference theme: Traveling to Samaria: Embracing the Unembraceable.
Bernard, S. (2017). Peer mentoring: Improving student outcomes by collaboration. ATLAANZ Journal, 2(2), 34-44. Retrieved from http://journal.atlaanz.org/index.php/ATLAANZ/index