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ERIC Number: EJ834168
Record Type: Journal
Publication Date: 2009-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0218-8791
Balanced Development: A Maori Model for Beginning Teacher Support
Main, Squirrel
Asia Pacific Journal of Education, v29 n1 p101-117 Mar 2009
This article discusses how the traditional Maori concept of Hauora (balanced development) can be applied to beginning teacher induction programmes. To develop this idea, several steps were taken. From a nationwide survey, five primary schools were chosen with exemplary induction programmes. Data from interviews and observations indicated that these schools had successfully integrated practices in four domains: socio-emotional, personal growth, pedagogical, and physical. During the final series of interviews, a beginning teacher suggested that effective induction could comprise the four components of the Hauora model. The traditional Maori concept of Hauora incorporates physical, spiritual, pedagogical, and socio-emotional dimensions of support. Selective coding of the data indicated that the Hauora model indeed fit the data. The result is a contextually derived, culturally relevant definition of effective induction in Aotearoa, New Zealand. Further expansion and investigation of this model may be of interest to the educational community, particularly in light of the Kaupapa Maori theory. (Contains 3 tables, 2 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand