Qualifications & Memberships
My research interests focus on the provision of flexible learning environments to support access, engagement and community in pre-service teacher education.
A particular interest is the role new technologies in mathematics education.
- Martin R., Astall C., Jones KL. and Breeze D. (2020) An Indigenous Approach to Self-Study of Teacher Education Practices (S-STEP) in Aotearoa New Zealand. Studying Teacher Education 16(2): 127-144. http://dx.doi.org/10.1080/17425964.2020.1732911.
- Lewis T., Fickel LH., Mackey G. and Breeze D. (2018) Informing teaching through community engagement: A New Zealand approach. In Meidl T; Sulentic Dowell M-M (Ed.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs: 278-298. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch015.
- Mackey J., Gilmore F., Dabner N., Breeze D. and Buckley P. (2012) Blended learning for academic resilience in times of disaster or crisis. Journal of Online Learning and Teaching 8(2): 122-135.
- Breeze D., Buckley P. and Gilmore F. (2011) Challenging Perceptions of Blended Learning in an Adverse Learning Context. Hobart, Australia: Australian Society for Computers in Learning in Tertiary Education Conference 2011, 4-7 Dec 2011.
- Davis N., Dabner N., Mackey J., Walker L., Hunt AM., Breeze D., Morrow D., Astall C. and Cowan J. (2011) Converging Offerings of Teacher Education in Times of Austerity: Transforming Spaces, Places and Roles. In SITE 2011(1): 224-229.
Des completed initial teacher education qualifications at the former Christchurch College of Education, Health and Human Development and at the University of Canterbury. He then taught for ten years in the New Zealand primary school sector – an experience which he describes as ‘very rewarding’.
He joined the College of Education, Health and Human Development in 1999 as a lecturer in Primary Mathematics Education and Professional Studies and Practice. During the next four years he taught campus as well as Primary Open Learning Option (distance) students. In 2003 he was appointed POLO Dean – a role which included the provision of academic, administrative and pastoral advice to distance students. In 2005 he was appointed POLO Co-ordinator and was responsible for ensuring that distance students had access to the same academic, operational and administrative opportunities as campus students.
He lectures in Mathematics Education, Professional Studies and Professional Practice.