摘要：The growth of interest in historical research into the everyday work of teachers
provides opportunities to explore its complex and contextual nature. This paper
draws upon recently acquired images from a photograph album compiled by Miss
Audrey Newton, a New Zealand kindergarten teacher in the 1940s. These
photographs, together with fragments of personal and institutional materials,
provide an example of curriculum innovation and show the centrality of teachers’
agency in pedagogical change. This work is examined first through contemporary
lenses of the 1930s and 1940s which recognised progressivist ideals, and then
re-analysed through contemporary lenses of the early 21st
century which
recognise the social, cultural and historical contexts of learning.
