Tracey Hooker

Tracey Hooker

Principal Academic Staff Member

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About

Tracey has been at Wintec for 14 years and has been an active researcher since 2007. She has presented and published nationally and internationally.

As a Teacher Educator Tracey is passionate about ensuring the best early childhood education teachers are working with the children of Aotearoa, New Zealand. She is motivated by social justice and advocacy for children and their families and believes that real change can be made through education and research.

Tracey is currently the Team Manager and Academic Leader for the Wintec Initial Teacher Education programmes. She is also the Research Leader for the Centre for Education and Foundation Pathways.

Awards

Qualifications

  • PhD – University of Waikato
  • Masters of Education (Hons) – University of Waikato
  • Post-Graduate Diploma of Education – University of Waikato
  • Bachelor of Education – University of Waikato
  • Diploma of Education (ECE) – University of Waikato
  • Certificate in Adult and Tertiary Education – Wintec
  • Certificate in Adult Teaching – Wintec
  • Full Teacher Registration – Education Council of New Zealand 

Areas of expertise

  • Academic integrity and quality
  • Programme design
  • Moderation
  • Teaching and learning 

Research areas of interest

  • Assessment for learning
  • ePortfolios
  • Peer-coaching
  • Field-based initial teacher education
  • Innovative programme design
  • Team teaching

Industry experience, affiliations, and achievements

  • Teaching Council of Aotearoa New Zealand
  • New Zealand Association for Research in Education
  • Teacher Educators Forum of Aotearoa New Zealand (TEFANZ)
  • Member of the Teaching Council Early Childhood Education Advisory Group
  • Trustee, Waikato Graduate Women’s Educational Trust 

Research activity

Hooker, T.  (2019). Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning. Journal of Early Childhood Research, 17(4), 376-391.  

Hooker, T., & Archard, S. (2019). Traversing the journey from student teacher to full teacher certification [Conference presentation]. 2019 ATEA Conference Professionalism & Teacher Education: Voices from policy & practice, Sunshine Coast University, Sippy Downs, Sunshine Coast, Australia, 3-5 July 2019. 

Hooker, T., Archard, S., & Westerbeke, L. (2019). Learning, becoming, being: The journey from student teacher to full teacher certification [Conference presentation]. Whanaungatanga-Community centre research: 2019 ITP research symposium, Eastern Institute of Technology, Napier, 15th-16th April, 2019.  

Hooker, T., Archard, S., & Bluett-Hayes, S. (2018). Field-based initial teacher education in Aotearoa New Zealand: Opportunities, tensions and uncertainties [Conference presentation]. New Zealand Association for Research Education Conference 2018, Auckland, New Zealand, 26-28 November, 2018.  

Hooker, T. (2017). Transforming teachers' formative assessment practices through ePortfolios. Teaching and Teacher Education, 67, 440-453.  

Hooker, T. (2017). Adults and children engaging with ePortfolios in an early childhood education setting [Conference presentation]. EDULEARN17 9th International Conference on Education and New Learning Technologies, Barcelona, Spain, 3-5 July 2017. 

Hooker, T. (2017). The power of portfolios: Adults and children engaging with ePortfolios in an early childhood education setting [Conference presentation]. The Politics Of Learning / Nōku anō te Takapau Wharanui - NZARE Conference 2016, Wellington, New Zealand, 20-23 November, 2016. 

Hooker, T. (2016).  Adults and children engaging with ePortfolios in an early childhood education setting [Doctoral thesis, University of Waikato]. University of Waikato Research Commons.  https://researchcommons.waikato.ac.nz/handle/10289/10055   

Hooker, T. (2015). Using E-Portfolios for formative assessment and parent engagement in early childhood education [Conference presentation]. International Conference on Learning and Teaching 2015, Singapore, 29 September – 1 October 2015.  

Hooker, T. (2015). Assessment for learning: A comparative study of paper-based portfolios and online ePortfolios. Early Childhood Folio, 19(1), 17-24. 

Hooker, T. (2014). The benefits of peer coaching as a support system for early childhood education students. International Journal of Evidenced Based Coaching and Mentoring, 12(1), 109-122.  

Hooker, T. (2013). Peer coaching: A review of the literature. Waikato Journal of Education, 18(2), 129-139. 

Hooker, T. (2012). An investigation into the benefits of peer coaching for tertiary students: Students supporting students. In: Quality, Equity, Innovation (pp. 77-88). Sichuan University Press, Chengdu, China.  

Hooker, T.  (2012). An investigation into the benefits of peer coaching: Students supporting students [Conference presentation]. 10th Annual Hawaii International Conference on Education, 5-8 January, 2012, Honolulu, Hawaii. 

Hooker, T. (2011). An investigation into the benefits of peer-coaching: Students supporting students [Masters thesis, University of Waikato]. Waikato University Research Commons.  https://researchcommons.waikato.ac.nz/handle/10289/6022  

Peters, S., Hooker, T., Biggar, S., & Bleaken, F. (2008). How do home-based co-ordinators support educators to notice, recognise and respond to children's learning? Early Childhood Folio, 12, 41-45.  

Hooker, T., Peters, S., Biggar, S., & Bleaken, F. (2008). Training on the job: How do home-based co-ordinators support educators to notice, recognise and respond? [Conference presentation]. NZ Childcare Association 45th Annual Conference & AGM, 11-13 July 2008, Christchurch, New Zealand.  

Hooker, T., Peters, S., Biggar, S., & Bleaken, F. (2008). Training on the job: How do home-based co-ordinators support educators to notice, recognise, and respond? Final Report. Wellington: Teaching and Learning Research Initiative. 

Hooker, T., Peters, S., Biggar, S., & Bleaken, F. (2008). Training on the job: How do home-based co-ordinators support educators to notice, recognise, and respond? Summary. Wellington: Teaching and Learning Research Initiative.

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