Balanced Development: A Maori Model for Beginning Teacher Support

Autor/in	Main, Squirrel
Titel	Balanced Development: A Maori Model for Beginning Teacher Support
Quelle	In: Asia Pacific Journal of Education, 29 (2009) 1, S.101-117 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Foreign Countries; Spiritual Development; Beginning Teacher Induction; Beginning Teachers; Culturally Relevant Education; Cultural Relevance; Elementary School Teachers; Elementary Schools; Interviews; Observation; Program Effectiveness; Social Development; Emotional Development; Teacher Improvement; Teacher Competencies; Teaching Skills; Physical Development; Ethnic Groups; Pacific Islanders; Rural Schools; Urban Schools; Low Income Groups; Reflective Teaching; Teacher Collaboration; Minority Groups; Student Diversity; Disadvantaged Schools; Faculty Development; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Beobachtung; Soziale Entwicklung; Gefühlsbildung; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Körperliche Entwicklung; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Lehrerkooperation; Ethnische Minderheit; Neuseeland
Abstract	This article discusses how the traditional Maori concept of Hauora (balanced development) can be applied to beginning teacher induction programmes. To develop this idea, several steps were taken. From a nationwide survey, five primary schools were chosen with exemplary induction programmes. Data from interviews and observations indicated that these schools had successfully integrated practices in four domains: socio-emotional, personal growth, pedagogical, and physical. During the final series of interviews, a beginning teacher suggested that effective induction could comprise the four components of the Hauora model. The traditional Maori concept of Hauora incorporates physical, spiritual, pedagogical, and socio-emotional dimensions of support. Selective coding of the data indicated that the Hauora model indeed fit the data. The result is a contextually derived, culturally relevant definition of effective induction in Aotearoa, New Zealand. Further expansion and investigation of this model may be of interest to the educational community, particularly in light of the Kaupapa Maori theory. (Contains 3 tables, 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10