International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Hynds Anne
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3 items
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This article presents a case study of professional development programme drawn from the findings of a large-scale evaluation of Te Kotahitanga. The Te Kotahitanga approach links culturally relevant/relationship-based classroom pedagogy with on-site embedded processes for working with teachers in classrooms. One hundred and fifty teachers were interviewed across 22 secondary schools that participated in the Te Kotahitanga professional development programme. The findings reveal that teachers highlighted the importance of positive relationships and interactions in the classroom/school environment to enhance M¯aori student achievement.
Published: 2011
Updated: Jan. 16, 2013
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Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. The results reveal that the majority of teachers showed evidence of culturally responsive practices. Furthermore, the findings show that the students were able to describe examples of teachers caring for them as culturally located individuals.
Published: 2011
Updated: Dec. 25, 2012
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This article explores the implications of Stephen Kemmis' call for open communication, with reference to results from one study conducted within New Zealand that investigated teachers' action research work from multiple and culturally diverse perspectives. Data analysis from this study revealed a number of barriers to maintaining critical, public dialogue and collective inquiry.
Published: 2008
Updated: Oct. 05, 2008