Analysing Pacific Teachers' Pedagogy inside New Zealand Classrooms: A Case Study Using a Cultural Historical Activity Theory (CHAT) Perspective

Autor/in	Abella, Ivy
Titel	Analysing Pacific Teachers' Pedagogy inside New Zealand Classrooms: A Case Study Using a Cultural Historical Activity Theory (CHAT) Perspective
Quelle	In: Waikato Journal of Education, 23 (2018) 1, S.58-69 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Pacific Islanders; Classroom Techniques; Cultural Background; Foreign Countries; Public Schools; Secondary School Teachers; Instructional Effectiveness; Minority Group Students; Migrants; Laptop Computers; Educational Equipment; Barriers; Curriculum Implementation; Teacher Attitudes; Teacher Student Relationship; Learning Activities; New Zealand + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Klassenführung; Ausland; Public school; Öffentliche Schule; Unterrichtserfolg; Migrantin; Laptop computer; Laptop; Computer; Digitalrechner; Ausrüstung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität; Neuseeland
Abstract	Since teachers are one of the most important resources that can effect change and affect student achievement in any classroom, it is important to explore and understand how teachers operate inside the classroom. In her Ph.D. study the author examined the pedagogical practices of three Pacific teachers working in the public secondary school system in New Zealand. Data were collected through classroom observation, individual talanoa with participant teachers, physical artefacts such as audio-visual recordings and examination of related documents such as school publications (Abella, 2016). This article reports on one case study from this investigation into how Pacific teachers' classroom teaching and learning practice approaches can add value to students' learning. The results of this case study example suggest that specific tangible aspects or artefacts for learning, and intangible aspects or appreciative mediation for learning, are both involved in improving student learning and outcomes. However, other factors related to the social support system and the structural regulation of the school system affect the implementation of Pacific teachers' pedagogy in cultural minority classrooms with Pacific and migrant children in particular. (ERIC).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01