ERIC Number: EJ1240096
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
Supporting Teacher Confidence and Perceived Competence in Relation to Culturally-Responsive Pedagogy Utilising Communities of Learning Kahui Ako
Stevens, Kirsten
Kairaranga, v20 n2 p30-39 2019
This professional inquiry investigates how Community of Learning Ka hui Ako across-community teachers (ACT) can support teacher confidence and perceived competence in relation to their culturally-responsive pedagogy. Communities of Learning Ka hui Ako are explored in terms of defining what makes a community successful and how they can be used as a vehicle for accelerating the achievement of Ma ori learners. A review of the literature surrounding culturally-responsive pedagogy, its enablers and barriers, as well as evidence that Communities of Learning Ka hui Ako can address this, is examined. A semi-structured interview was used to explore Community of Learning Ka hui Ako ACT perceptions of culturally- responsive pedagogy and successful practice. Findings from this inquiry suggest that the mechanism of Communities of Learning Ka hui Ako though the ACT is having a positive impact on teacher confidence and perceived competence in relation to culturally-responsive pedagogy through the explicit use of Kaupapa Ma ori principles to support and drive change.
Descriptors: Foreign Countries, Communities of Practice, Teacher Effectiveness, Self Efficacy, Teacher Competencies, Culturally Relevant Education, Indigenous Populations, Secondary School Teachers, Pacific Islanders, Program Effectiveness, Barriers, Self Esteem
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A