Early childhood education student teachers’ perceptions of implementing a bicultural curriculum

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dc.contributor.authorWilliams, Dr Ngaroma M.
dc.contributor.authorFletcher, Jo
dc.contributor.authorMa, Ting
dc.date.accessioned2024-11-11T20:23:39Z
dc.date.available2024-11-11T20:23:39Z
dc.date.issued2024
dc.description.abstractThis article explores how early childhood student teachers are developing competency to implement bicultural practices in New Zealand. It uses surveys and focus-group interviews to examine 162 student teachers’ understanding of the early childhood curriculum, and its implementation during their three-year degree initial teacher education programme. Results showed that the term “bicultural curriculum” was not well understood, and there was confusion over whether Te Tiriti o Waitangi or the Treaty of Waitangi forms the basis of the bicultural curriculum. Student teachers lacked confidence in competently using te reo (the Māori language) within their daily practices and articulating tikanga Māori (cultural constructs).
dc.identifier.citationWilliams N, Fletcher J, Ma T (2024). Early childhood education student teachers’ perceptions of implementing a bicultural curriculum. Educational Review.
dc.identifier.doihttp://doi.org/10.1080/00131911.2024.2402798
dc.identifier.issn0013-1911
dc.identifier.urihttps://hdl.handle.net/10092/107584
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectbiculturalism
dc.subjectindigenous
dc.subjectcurriculum
dc.subjectearly childhood education
dc.subjectNew Zealand
dc.subject.anzsrc39 - Education::3903 - Education systems::390302 - Early childhood education
dc.subject.anzsrc45 - Indigenous studies::4507 - Te ahurea, reo me te hītori o te Māori (Māori culture, language and history)
dc.titleEarly childhood education student teachers’ perceptions of implementing a bicultural curriculum
dc.typeJournal Article
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
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