Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies

Abstract

This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.