An Indigenous Approach to Self-Study of Teacher Education Practices (S-STEP) in Aotearoa New Zealand

Abstract

ABSTRACT This research utilised a Māori-centred framework called Te Ao o Pakirehua (the world of inquiry) to inquire into teaching practices and involved two indigenous and two non-indigenous Initial Teacher Education (ITE) educators from Aotearoa New Zealand. This approach was founded on a Te Tiriti (Treaty) partnership and principles of self-study of teacher education practices. The four ITE educators inquired into their identities as both teachers and learners in relation to their worldviews and knowledges. Analysis of their narrative dialogues identified three key themes that shaped the understanding of the landscape of practice: Tikanga: Living with, by and for Māori values; Realising a Te Tiriti framework; and Enacting the principle of Āta (growing respectful relationships). Developing narrative dialogues founded on Kaupapa Māori principles and Māori values enabled the educators to challenge dominant Eurocentric perspectives of self-review and support their developing teacher identities. Sustaining a culturally and linguistically affirming environment, while focusing on understanding and enacting cultural competency within teacher educator practice is a challenge for ITE. We propose that using a Te Ao o Pakirehua framework as an indigenous approach to self-study supported dialogue between tertiary educators and whakamana (empowered) them to assist the development of their socio-cultural practices.