Advancing Cultural Competency Professional Learning and Development Aimed at Addressing Beliefs and Teaching Practices

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Division K Roundtable Session 4

Abstract

This paper presents the findings from a two year action research study investigating co-constructed bi-cultural professional learning and development for teachers in Aotearoa NZ. The findings are presented through a critical theory lens – namely kaupapa Māori (Māori philosophy). The interim findings describe the evidence that emerged as part of in-depth case study and inductive qualitative analysis interviews, surveys and focus groups. The authors highlight the insights, challenges and an emerging theoretical cultural model that have emerged as part of the research study. Further they assert the larger impact of the structural and environmental context on addressing teacher beliefs, praxis and equity in education.

Authors

• Porsha London, Tokona te Raki

• Sonja Macfarlane, University of Canterbury