ERIC Number: EJ948143
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 25
Te Kotahitanga: A Case Study of a Repositioning Approach to Teacher Professional Development for Culturally Responsive Pedagogies
Hynds, Anne; Sleeter, Christine; Hindle, Rawiri; Savage, Catherine; Penetito, Wally; Meyer, Luanna H.
Asia-Pacific Journal of Teacher Education, v39 n4 p339-351 2011
This article presents a case study of a unique New Zealand professional development programme, Te Kotahitanga, for mainstream secondary school teachers. Findings discussed are drawn from an independent evaluation of the programme across 22 secondary schools. The professional development approach attempted to reposition the relationship between teachers and Indigenous Maori students, and enhance Maori student outcomes. Interviews with 150 teachers across participating schools investigated teacher perceptions of impact on classroom practice and student outcomes across subjects. The professional development programme was associated with shifts in teachers' understandings of their positioning within classrooms and relationships with and expectations for Maori students. Results also highlight ongoing challenges in teachers' repositioning and the development of new relationship-based approaches. The implications for teaching practice and professional learning programmes and recommendations for further research are discussed.
Descriptors: Culturally Relevant Education, Case Studies, Foreign Countries, Secondary School Teachers, Pacific Islanders, Teacher Attitudes, Professional Development, Teaching Methods, Program Evaluation, Ethnic Groups, Outcomes of Education, Program Descriptions, Ethics, Workshops, Indigenous Populations
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand