The purpose of this case study is to gain the perspectives of four non-Maori beginning teacher
on meeting the needs of Maori children in the mainstream classroom. The participants all
graduated from the Christchurch College of Education Rotorua regional primary programme
that I work within. Specific practices, strategies and professional development opportunities
found effective in meeting the needs of their Maori learners by these beginning teachers are
sought and discussed. The findings of this study confirm the importance of building
relationships and getting to know each Maori child as an individual. Establishing and
maintaining routines appropriate for Maori children and their learning became evident as did
the power of the arts curriculum to engage Maori in their learning.
The quality of teacher training in New Zealand to prepare beginning teachers to teach Maori
has been questioned over the past decade. Within this case study the impact of pre-service
wananga on these non-Maori beginning teachers to empower themselves to teach Maori
children in the mainstream classroom was clearly expressed. It is hoped that the findings of this
study could contribute, even in a very small way, to New Zealand's goal to improve the quality
of teaching for Maori in the mainstream classroom.
| Identifer | oai:union.ndltd.org:canterbury.ac.nz/oai:ir.canterbury.ac.nz:10092/2930 |
| Date | January 2006 |
| Creators | Hunt, Anne-Marie |
| Publisher | University of Canterbury. School of Educational Studies and Human Development |
| Source Sets | University of Canterbury |
| Language | English |
| Detected Language | English |
| Type | Electronic thesis or dissertation, Text |
| Rights | Copyright Anne-Marie Hunt, http://library.canterbury.ac.nz/thesis/etheses_copyright.shtml |
| Relation | NZCU |
Page generated in 0.0023 seconds