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ERIC Number: EJ948143
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1359-866X
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.
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 - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand