"I Learned Quite a Lot of the Maths Stuff Now That I Think of It": Maori Medium Students Reflecting on Their Initial Teacher Education

Autor/inn/en	Hawera, Ngarewa; Taylor, Merilyn
Titel	"I Learned Quite a Lot of the Maths Stuff Now That I Think of It": Maori Medium Students Reflecting on Their Initial Teacher Education
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 5, S.87-100, Artikel 6 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Ethnic Groups; Pacific Islanders; Foreign Countries; Mathematical Concepts; Preservice Teacher Education; Preservice Teachers; Mathematics Instruction; Qualitative Research; Practicums; Mathematics Teachers; Mentors; Pedagogical Content Knowledge; Malayo Polynesian Languages; Second Language Learning; Language of Instruction; English (Second Language); Focus Groups; Interviews; New Zealand + Suchen Sie Ihr Suchwort? Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Lehramtsstudiengang; Lehrerausbildung; Mathematics lessons; Mathematikunterricht; Qualitative Forschung; Practicum; Praktikum; Praktika; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Neuseeland
Abstract	Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Maori medium ITE students' perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher "cultural competencies", including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful. (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