Tēnā koutou katoa.
Ko Carla Keighron tōku ingoa. 
Kei Tāmaki Makaurau ahau e noho ana.
Nō reira, tēnā koutou katoa.

Qualifications

  • Master of Education
    Massey University, 2015

  • Post Graduate Diploma in Education
    University of Auckland, 2011

  • Bachelor of Early Childhood Education
    University of Auckland, 2010

Location

Tāmaki Makaurau | Auckland 

Carla Keighron

Regional Education Leader | Kaiārahi Mataurangā Rohe 


Biography

Role

As a regional education leader, Carla is focused on the success of our students | tauira. She leads a team of lecturers based in Tamaki Makaurau. She focuses on relationships to support students with pastoral care and ensure that the takiwā is always ready to help. She also builds relationships with the local ECE sector and community.

Education background

Carla worked as an early childhood teacher for eight years before she moved into adult education as a lecturer, visiting lecturer, and programme leader. She has developed her strengths in leadership, adult teaching, early childhood education, home-based care and education, field practice, online learning and teaching practice in New Zealand and China. She has taught across various curriculum topics and supported students with both academic and teaching skills.

Research background

Carla’s study has focused on Tiriti-based practice, early childhood pedagogy, teaching online, theories of teaching adult learners, the importance of student to teacher identity within field practice and homebased education.

Teaching interests

Carla is passionate about everything related to early childhood and adult learning. Her experience in early childhood teaching taught her the importance of relationships, partnership, resilience, respect, communication, and leadership. She strives to develop new skills and connections to meet current needs and developments in education.

Recent publications

  • Seve-Williams, N., Rokx, R., Keelan, R., Keighron, C., & Whyte, M. (2017). He Kitenga Korowai: Honouring te reo Māori. He Kupu, 5 (2), 36-48. In print