Preparing Teachers of Pacific Learners in Aotearoa New Zealand: When Research Remedies, Restores and Renews

• In Event: Toward Just and Equitable Teacher Preparation: A Global Conversation

Abstract

Objectives / Purpose

The objective of this presentation is to critique high-stakes, national strategic policy documents that focus on teachers and Pacific learners in Aotearoa New Zealand, and explore how teacher educators and scholars have approached the enactment of these policy documents via selected teacher education programmes.

The vision of the Action Plan for Pacific Education (MOE, 2023) or APPE is to ensure ‘diverse Pacific learners and families are safe, valued and equipped to achieve their education aspirations’ (p.4). It is intentionally tethered to Tapasā: Cultural competencies framework for teachers of Pacific learners (MOE, 2018) . Both documents represent a shared vision and collective commitment ( by the Ministry of Education and Pacific communities) to just education renewal for a muli-ethnic minority group recognised for over two decades as an education priority in Aotearoa New Zealand.

Theoretical Framework/ Perspectives:

This presentation draws on three overarching principles developed by Tui Tuia ki Tapasā , a professional learning and development project that has produced learning experiences and resources, used in the preparation of teachers as well as teachers in early learning centres and schools. These principles are informed by Pacific indigenous ways of knowing and being. They are: building reciprocal relationships through the concept of Teu le Vā; deepening mutual self-awareness or the ability to critically examine and be attentive to personal thinking habits and how these influence decision-making; and centering Pacific knowledge, experience and worldviews in order to help prepare teachers to support the development of in-depth, more nuanced understandings of diverse Pacific learners, their families and communities.

Methods/data collection:

The Pacific (specifically Tongan) indigenous methodological framework of Kakala was used to gather and critically reflect on the Tapasā competences framework, particularly competency indicators student teachers are expected to engage with during their preparation. The available research literature, course outlines , assessments and resources (including textbook readings) were reviewed and analyzed, in terms of the afore-mentioned Tui Tuia ki Tapasā principles, and against the relevant Key System Shifts (KSS) identified by the APPE as being necessary for transformation and change.

Findings:

The preparation of teachers of Pacific learners is a requirement of the New Zealand Teaching Council but the actual details of ‘how’ is in the hands of teacher education providers. The programmes involved in this study centered Pacific methodologies in terms of interpreting Tapasā ; designing courses and programmes (and resources); evaluating approaches and using evidence to respond accordingly. The importance of relational pedagogies, from Pacific perspectives, was an emergent theme. What was also illuminated were challenges, strengths and ongoing learnings that such a cultural competencies’ framework requires of teacher education providers. The presentation will include examples to illustrate.

Significance:

Teacher education providers appear to be the only source of critique and evaluation of Tapasā and the APPE, particularly given the apparently uncritical approach taken by the Ministry of Education , and Teaching Council. The providers in this study research their practice and are engaged in ongoing critique of the very documents that seem to be ‘core’ to the enhancement of Pacific success within the New Zealand education system.

Authors

• Tanya L.M. Samu, University of Auckland

• Bronwen Cowie, University of Waikato