Abstract:The aim of this study was to explore the changes in student teacher efficacy beliefs for teaching priority learners over the course of a one-year postgraduate initial teacher education programme. The sample comprised 23 participants enrolled in the 2015 cohort in a pilot initial teacher education programme specifically tailored to enhance student teacher expertise to teach priority learners. Participants completed a specially designed and refined self-efficacy scale – Self-Efficacy with Diverse Learners: Stude… Show more
“…For example, wānanga was associated with working in pairs, groups, involving discussion but not framed with an understanding of how this concept is uniquely Māori and in practice meets the needs of Māori learners. In their study about enhancing student teacher self-efficacy beliefs to teach priority learners, Hansen, Sewell, Fernando, and Safa (2017) asked students to identify what aspects of their teacher education programmes strengthened culturally sustaining practices. The student teachers identified modelling from their teaching staff and teachers in schools was a key enabler.…”
Section: Culturally Sustaining Pedagogy and Māorimentioning
Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.
“…For example, wānanga was associated with working in pairs, groups, involving discussion but not framed with an understanding of how this concept is uniquely Māori and in practice meets the needs of Māori learners. In their study about enhancing student teacher self-efficacy beliefs to teach priority learners, Hansen, Sewell, Fernando, and Safa (2017) asked students to identify what aspects of their teacher education programmes strengthened culturally sustaining practices. The student teachers identified modelling from their teaching staff and teachers in schools was a key enabler.…”
Section: Culturally Sustaining Pedagogy and Māorimentioning
Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.
“…For example, wānanga was associated with working in pairs, groups, involving discussion but not framed with an understanding of how this concept is uniquely Māori and in practice meets the needs of Māori learners. In their study about enhancing student teacher self-efficacy beliefs to teach priority learners, Hansen, Sewell, Fernando, and Safa (2017) asked students to identify what aspects of their teacher education programmes strengthened culturally sustaining practices. The student teachers identified modelling from their teaching staff and teachers in schools was a key enabler.…”
Section: Culturally Sustaining Pedagogy and Māorimentioning
Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.
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