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Academic Staff

Ngā Kaimahi Mātauranga

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  3. Anthony Fisher

Anthony Fisher

Academic Leader Primary Programmes

Kaitiaki Hōtaka Kura Tuatahi

Whangārei | Te Tai Tokerau

Role

Anthony leads and oversees the ongoing development, delivery and review of Te Rito Maioha’s Bachelor of Teaching (Primary) and Graduate Diploma of Teaching (Primary).

Education Background

Anthony’s entire career has been in education. He has had many roles including teacher, principal, educational psychologist and management roles in special education.

Research Background

Anthony’s research has focused on transitions in schools for teachers and teacher’s relationships with their principals. His PhD research focuses on the relationship between teachers and principals and the impact this has on teaching, learning and change.

Teaching Interests

Anthony has a deep commitment to continually improving the quality of education for all, and currently does this by improving the knowledge and skills of those working in the sector. This aligns with his own commitment to life-long learning and encouraging others to make a similar commitment for themselves and the children they teach and interact with. He sees fostering relationships as critical to teaching and learning, and to educators’ practice.

Recent Publications

Fisher, A., & Merry, R. (2024). Narrative inquiry as a sociocultural tool to understand transitioning into a new role. In A-W.Dunlop, S. Peters, & S. L. Kagan (Eds). Bloomsbury Handbook of Early Childhood Transitions Research (pp. 386–397). Bloomsbury.

Fisher, A. (2024) Relational leadership: Teachers’ perceptions of leaders’ behaviours and actions. In T. Carlyon and R. Merry (Eds). Effective leadership in early childhood and primary school education in Aotearoa New Zealand (pp. 158–169). NZCER. ISBN 978-1-99-004096-2

Fisher, A., & Carlyon, T. (2017). The transition from teaching in an international context back to New Zealand. New Zealand Journal of Educational Studies. doi: 10.1007/s40841-017-0103-2

Fisher, A., Carlyon, T., & Peter, M. (2016). Students achieve more when teachers have time to do what they know works best. Teacher Development. doi.org/10.1080/13664530.2017.1279682

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