Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers

Abstract

<jats:p>In Aotearoa New Zealand, as in many pluralistic democracies, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural contexts. This paper presents findings from a teacher education program specifically designed to address this need within the national context of ‘biculturalism’, a treaty-based socio-political partnership between M?ori and P?k?h? (non-M?ori). Grounded in socio-cultural theory, this practitioner-inquiry examined how the iterative use of a specific ‘cultural tool’, a synthesizing framework of culturally responsive and sustaining pedagogy, within the program supported 16 secondary teacher candidates to develop their professional identity as teachers. Findings indicate that all of the candidates came to view diversity as a strength, and developed key culturally responsive and sustaining pedagogical practices, while many also identified themselves as advocates for social justice. Although the tool is program-specific, the findings suggest more generally that use of locally developed cultural tools and frameworks can play a positive role in supporting teacher candidates’ identity development as culturally responsive and sustaining teachers. </jats:p>