Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report.

Abstract

The purpose of this case study is to gain the perspectives of four non-Maori beginning teacher on meeting the needs of Maori children in the mainstream classroom. The participants all graduated from the Christchurch College of Education Rotorua regional primary programme that I work within. Specific practices, strategies and professional development opportunities found effective in meeting the needs of their Maori learners by these beginning teachers are sought and discussed. The findings of this study confirm the importance of building relationships and getting to know each Maori child as an individual. Establishing and maintaining routines appropriate for Maori children and their learning became evident as did the power of the arts curriculum to engage Maori in their learning. The quality of teacher training in New Zealand to prepare beginning teachers to teach Maori has been questioned over the past decade. Within this case study the impact of pre-service wananga on these non-Maori beginning teachers to empower themselves to teach Maori children in the mainstream classroom was clearly expressed. It is hoped that the findings of this study could contribute, even in a very small way, to New Zealand's goal to improve the quality of teaching for Maori in the mainstream classroom.