Investigation of Teacher Education Delivery of Bicultural Education

Autor/in	Jenkin, Chris J.
Titel	Investigation of Teacher Education Delivery of Bicultural Education
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 6, S.180-196, Artikel 10 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Biculturalism; Student Teachers; Foreign Countries; Early Childhood Education; National Curriculum; Role; Inquiry; College Faculty; Teacher Educators; Ethnic Groups; Pacific Islanders; Semi Structured Interviews; Web Sites; Teacher Education; Standards; Cultural Awareness; Preschool Teachers; Malayo Polynesian Languages; Inclusion; Content Analysis; New Zealand + Suchen Sie Ihr Suchwort? Bikulturalität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rollen; Fakultät; Teacher education; Lehrerausbildung; Lehrerbildung; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Web-Design; Standard; Cultural identity; Kulturelle Identität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Inklusion; Inhaltsanalyse; Neuseeland
Abstract	The national bicultural early childhood curriculum in New Zealand, Te Whariki, and the Graduating Teacher Standards require that graduating teachers are competent in Maori language as well as English, and have an understanding of aspects of Maori knowledge. However, research shows that teachers are not yet proficient in the skills needed to deliver the bicultural curriculum effectively. This paper explores the role of teacher-education providers in equipping their graduates to deliver that curriculum. Framed by an appreciative inquiry approach, data were collected from courses displayed on the websites of ten early-childhood tertiary teacher-education providers, followed by interviews with four participants from one provider. Findings revealed that providers considered their key role was in developing student teachers' cultural understanding and commitment. Although the paper focuses on a bicultural curriculum in Aotearoa New Zealand, the findings have implications internationally for lecturers who seek to provide student teachers with culturally inclusive programmes. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01