| Abstrakt: |
Graduates of initial teaching programmes are required to be culturally competent which has implications on teacher educators and their responsibility to provide culturally responsive programmes. This article captures how an action research project at Toi Ohomai Institute of Technology which initially sought to make te reo Māori more visible took the three researchers on a collective journey from te pō (a state of frustration and uncertainty) into te ao mārama (enlightenment and clarity). The article will give a description of the background of the research and its findings and then through pūrākau (a Māori Indigenous form of narrative) will give three different perspectives: two Māori and one Pākehā which highlights how the researchers used the process of reflection, planning change, implementing change, evaluation and professional research conversations used in the action research to inform and develop their practice. The pūrākau will also explore the complexity of realising the aspirations of our initial teaching programme, and the professional responsibilities outlined in the Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017), Tātaiako (Education Council, 2011) and the national curriculum for early childhood education in New Zealand, Te Whāriki, (Ministry of Education [MoE], 2017) within the early childhood education (ECE) context. [ABSTRACT FROM AUTHOR] |
