Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers (2019)
Alternative TitleSecondary pre-service teacher identity
<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>
CitationFickel L, Abbiss J (2019). Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers. FIRE: Forum for International Research in Education. 5(2). 138-158.
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Keywordsculturally responsive education; teacher preparation; secondary education; teacher identity; student teachers; social justice; equity
ANZSRC Fields of Research13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
20 - Language, Communication and Culture::2002 - Cultural Studies::200207 - Māori Cultural Studies
Ngā Upoko Tukutuku / Māori Subject HeadingsMātauranga | Education::Waihanga | Teaching methods::Kura tuarua | Kura kāreti; Education, Secondary school (Mainstream); Schools, Secondary (Mainstream); Secondary school education (Mainstream); Secondary schools (Mainstream)
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The Importance of Community Knowledge in Learning to Teach: Foregrounding Māori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice Fickel LH; Abbiss J; Brown E; Astall C (Informa UK Limited, 2018)© 2018 Taylor & Francis Group, LLC. Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. ...
Fickel L; Abbiss, J E (2017)In New Zealand, as in many western 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 ...
Teacher Education in indigenous contexts: Critical considerations of teacher educator understandings and decision-making related to treaty issues and social justice Stark R; Fickel LH (2015)Despite the existence of a treaty (Tiriti o Waitangi/Treaty of Waitangi, 1840) in Aotearoa New Zealand that promised the indigenous Māori that their language and culture would be protected, these rights to autonomy and ...