Including Indigenous Values Into Teacher Professional Learning and Development

• In Event: 18.058 - MTCC Roundtable Session Four
  In Roundtable Session: 18.058-3 - Rewriting Dominant Scripts in Educators' Learning for More Equitable Practice

Abstract

This presentation will discuss the findings from a doctoral study of an indigenous classroom management professional development (PLD) initiative, implemented in three unique school settings as part of a whole school behaviour reform pilot project in Aotearoa New Zealand (NZ). It will discuss the multi-modal evidence (observations, interviews and educational review statistics) through a uniquely indigenous philosophical theoretical lens. Taking a critical theoretical lens to data collection and analysis this study sought to understand multiple perspectives/realities by focusing on understanding and insight offering practical solutions to progress an equity based agenda in culturally responsive educational pathways. Emphasis is placed on understanding the ‘context’ and impact of teachers’ personal beliefs and values and the impact these have on teaching and learning.

Authors

• Porsha London, Tokona te Raki

• Sonja Macfarlane, University of Canterbury

• Angus Hikairo Macfarlane, University of Canterbury