title: Involving a village: student teachers’ sense of belonging in their school-based placement

authors: Ussher, William (Bill) Grant

subjects: belonging

abstract: Educating a student on teaching placement involves a 'village', just as it takes a whole 'village' to raise a child. Creating a 'village' around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional 'village'. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, “the all important human infrastructure that provides the opportunity for learners to succeed” (Campbell-Gibson, 1997, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the 'village of learning', the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such 'villages' for student teacher placements.

text: Involving a village: student teachers’ sense of belonging in their school-based placement Educating a student on teaching placement involves a 'village', just as it takes a whole 'village' to raise a child. Creating a 'village' around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional 'village'. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, “the all important human infrastructure that provides the opportunity for learners to succeed” (Campbell-Gibson, 1997, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the 'village of learning', the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such 'villages' for student teacher placements.

year: 2010

title: Talking across the divide: English teachers respond to the NCEA.

authors: Locke, Terry

subjects: English

abstract: The implementation of the National Certificate of Educational Achievement as a single, senior secondary school qualification in New Zealand has been a fraught process marked by a good deal of acrimonious debate. This article reports on a research project that brought together two groups of secondary English teachers, one self-described as in favour of the NCEA and one as opposed to it. Both groups were invited to describe aspects of their practice, share their views on aspects of the NCEA and engage in a focus group where they explored these views with other teachers. Certain predictable trends were found in the responses of both groups but there was also an interesting degree of convergence. On the basis of this convergence, a possible way forward for reform of the NCEA is suggested.

text: Talking across the divide: English teachers respond to the NCEA. The implementation of the National Certificate of Educational Achievement as a single, senior secondary school qualification in New Zealand has been a fraught process marked by a good deal of acrimonious debate. This article reports on a research project that brought together two groups of secondary English teachers, one self-described as in favour of the NCEA and one as opposed to it. Both groups were invited to describe aspects of their practice, share their views on aspects of the NCEA and engage in a focus group where they explored these views with other teachers. Certain predictable trends were found in the responses of both groups but there was also an interesting degree of convergence. On the basis of this convergence, a possible way forward for reform of the NCEA is suggested.

year: 2005

title: Ngā hau pūkeri e tīhaehae nei i ā tātou tikanga Māori

authors: Nock, Sophie

subjects: Tikanga Māori

abstract: Ko te wherawhera a tēnei tuhinga he titiro ki ngā io mai i ngā tikanga o te ao Māori, ā, ki ngā hau kino e whakataurekareka ana i ā tātou tikanga Māori. Kei roto i ngā iwi katoa o te ao ā rātau tikanga, engari, ko ngā whakamāramatanga o aua tikanga kei te mau ruhiruhi noa i roto i ngā hinengaro o ngā tāngata o tēnā iwi, tēnā iwi, ā, kua ngaro katoa atu rānei. Nā reira, ko tāku he rapu i aua māramatanga kei muri i ngā tikanga Māori, ā, he rapu anō hoki i ngā tāmitanga, i ngā pēhitanga a tauiwi mā, ko te mutunga ka whakapōrearea i ā tātou tikanga Māori.
Ko te aronga rangahau mō tēnei kaupapa he whai i ngā tuhinga me ngā kōrero i ahu mai i te ao Māori me te ao Pākehā. Ko ngā rauemi nei i ahu mai i ngā kohikohinga kōrero tawhito me ngā tuhinga a te hunga o roto i ngā tau kātahi anō ka pahure ake. Ko ngā kōrero tawhito nei hei whakaata ake i te huringa o te ao, ā, ka tīkina atu aua kōrero hei ārahi i te hunga ora kia mau tonu ai ā tātou tikanga Māori.
Ki te whai haere i tēnei momo kaupapa, me mātua whai rawa i ngā kōrero ā-waha hei whakaatu mai, ina kāore hoki i āta tuhia whānuihia ngā kōrero i maringi mai i te hinengaro o te hunga whakautu pātai. Ko ngā kohinga kōrero ā-waha hei tohu i ngā tikanga me ngā whakapono ake i pā mai ki a rātou i te wā e tipu ake ana.
Ko ētahi o ngā kaikōrero i tipu ake i roto i te tūturutanga o te ao Māori, arā, i tipu ake i ngā rekereke o ō rātou kuia, koroua, ā, ko ētahi ahakoa he Māori, i tipu ake anō i roto i te reo me ētahi o ngā tikanga Māori, ko ētahi anō i noho hoki i te tāone.
Ko ngā kaupapa ka whakaarahia ake e tēnei rangahau ko ngā tikanga e hāngai pū ana, e whakamahia ana, e kitea ana, e whakaatu ana anō hoki i ngā whakapono o te Māori. Kāti, ka tirohia ētahi tikanga i waenga i te whānau, ētahi atu tikanga hāngai pū ana ki te manaaki tangata i runga marae me te whakaaro ake ki ngā tohu e tika ana ki te whakanui manuhiri.
He roa te Māori e noho ana i te ao Pākehā, mai i tō rātou taenga mai i te rau tau tekau mā waru. Ko te nuinga o tātau kua roa kē te wehenga mai i te ao tūturu ake o te Māori. Ko ētahi tāngata e pupuri tonu ana i ētahi o ā tātou tikanga, ko ētahi kāhore noa e mōhio ana. Tēnā pea, ko ngā whakatūpato i mau, engari, ko ngā whakamārama kei te ngaro. Kāti, ko te tūmanako mō tēnei tuhingaroa ko te whakahoutia anō o te here ki ā tātou tikanga. Ka āhei hoki te hunga e ngākaunui ana ki te kaupapa nei ki te whai whakaaro, te whai māramatanga.
Ko tēnei tuhinga he tauira hei whakaatu atu he mahi pakeke te hopu, te tiaki, te manaaki me te ako hoki i ngā mātauranga o tuawhakarere. He pēnei anō ēnei tikanga mō nāianei, he toimaha tonu te kawe, te whakaū.
Heoi, ka whakatakia mai ngā kōrero i te orokohanga o te ao hei raranga ake hei whāriki mō te tikanga Māori. Tuatahi, ka tirohia ētahi o ngā whenu o tēnei mahi whata, arā, te ahunga mai o te tikanga Māori me ngā tikanga huhua i whakatauiratia mai e ngā atua Māori. Whai muri atu kei te upoko tuarua, ka whakaraupapahia mai ngā kōrero a te hunga whakautu pātai kia āta kitea ai ō rātou whakaaro mō te tikanga Māori. Ka hāngai pū tonu tēnei titiro ki ngā momo pātai, ā, ka tirohia hoki ngā whakahokinga a taua hunga nā.
Kei te upoko tuatoru ka huri te titiro ki ngā hau pūkeri e tūkino nei i ā tātou tikanga Māori. Tuatahi, ka horahia ngā kōrero, ngā tikanga mō te āhua o te noho a te Māori o mua, kia āta kitea ai i pēhea te āhua o tōna whakahaere i tōna ao o mua. Kātahi, ka āta tirohia ētahi ture Pākehā e tīhaehae nei i ā tātou tikanga, pēnei i te ngaro haere o te reo Māori, te haehae haere o ā tātou tikanga Māori. Ka mutu, ka huri ake ki te whai whakaaro ki ētahi o ngā raru i pā mai ki te tikanga Māori i te neketanga o te Māori ki te tāone noho ai, mahi ai.
Kei te upoko tuawhā ētahi tauira mō ngā tūmomo tikanga e mahia ana e te Māori i waenganui i tōna whānau. Ka tirohia te ringa tapu o te tikanga hei whakaohooho ake i te hinengaro, hei whakatakoto māramatanga mō aua tikanga hoki.
Kei te upoko tuarima te tirohanga ki ngā momo tikanga i runga marae, me ngā momo tohu Māori e whakaatu mai ana i te rangatiratanga o te iwi, pēnei i ngā tohu kino, i ngā tohu ora rānei. Ka tirohia ētahi whakamāramatanga mō te āhua o te noho piri o te Māori ki tōna taiao, he aha ngā kōrero a te taiao ki te Māori, he aha hoki ngā kōrero a ngā kararehe o te taiao.
Hei whakakapi ake i te tuhinga nei ko te whakarāpopototanga. I konei ka titiro whakamuri ki ngā āhuatanga kua ara ake. Ka whakaraupapahia ngā whakakitenga me ngā whakaputanga hei whakaohooho, hei whakaarotanga ake mō te ao kei mua e pā ana ki ā tātou tikanga Māori.

text: Ngā hau pūkeri e tīhaehae nei i ā tātou tikanga Māori Ko te wherawhera a tēnei tuhinga he titiro ki ngā io mai i ngā tikanga o te ao Māori, ā, ki ngā hau kino e whakataurekareka ana i ā tātou tikanga Māori. Kei roto i ngā iwi katoa o te ao ā rātau tikanga, engari, ko ngā whakamāramatanga o aua tikanga kei te mau ruhiruhi noa i roto i ngā hinengaro o ngā tāngata o tēnā iwi, tēnā iwi, ā, kua ngaro katoa atu rānei. Nā reira, ko tāku he rapu i aua māramatanga kei muri i ngā tikanga Māori, ā, he rapu anō hoki i ngā tāmitanga, i ngā pēhitanga a tauiwi mā, ko te mutunga ka whakapōrearea i ā tātou tikanga Māori.
Ko te aronga rangahau mō tēnei kaupapa he whai i ngā tuhinga me ngā kōrero i ahu mai i te ao Māori me te ao Pākehā. Ko ngā rauemi nei i ahu mai i ngā kohikohinga kōrero tawhito me ngā tuhinga a te hunga o roto i ngā tau kātahi anō ka pahure ake. Ko ngā kōrero tawhito nei hei whakaata ake i te huringa o te ao, ā, ka tīkina atu aua kōrero hei ārahi i te hunga ora kia mau tonu ai ā tātou tikanga Māori.
Ki te whai haere i tēnei momo kaupapa, me mātua whai rawa i ngā kōrero ā-waha hei whakaatu mai, ina kāore hoki i āta tuhia whānuihia ngā kōrero i maringi mai i te hinengaro o te hunga whakautu pātai. Ko ngā kohinga kōrero ā-waha hei tohu i ngā tikanga me ngā whakapono ake i pā mai ki a rātou i te wā e tipu ake ana.
Ko ētahi o ngā kaikōrero i tipu ake i roto i te tūturutanga o te ao Māori, arā, i tipu ake i ngā rekereke o ō rātou kuia, koroua, ā, ko ētahi ahakoa he Māori, i tipu ake anō i roto i te reo me ētahi o ngā tikanga Māori, ko ētahi anō i noho hoki i te tāone.
Ko ngā kaupapa ka whakaarahia ake e tēnei rangahau ko ngā tikanga e hāngai pū ana, e whakamahia ana, e kitea ana, e whakaatu ana anō hoki i ngā whakapono o te Māori. Kāti, ka tirohia ētahi tikanga i waenga i te whānau, ētahi atu tikanga hāngai pū ana ki te manaaki tangata i runga marae me te whakaaro ake ki ngā tohu e tika ana ki te whakanui manuhiri.
He roa te Māori e noho ana i te ao Pākehā, mai i tō rātou taenga mai i te rau tau tekau mā waru. Ko te nuinga o tātau kua roa kē te wehenga mai i te ao tūturu ake o te Māori. Ko ētahi tāngata e pupuri tonu ana i ētahi o ā tātou tikanga, ko ētahi kāhore noa e mōhio ana. Tēnā pea, ko ngā whakatūpato i mau, engari, ko ngā whakamārama kei te ngaro. Kāti, ko te tūmanako mō tēnei tuhingaroa ko te whakahoutia anō o te here ki ā tātou tikanga. Ka āhei hoki te hunga e ngākaunui ana ki te kaupapa nei ki te whai whakaaro, te whai māramatanga.
Ko tēnei tuhinga he tauira hei whakaatu atu he mahi pakeke te hopu, te tiaki, te manaaki me te ako hoki i ngā mātauranga o tuawhakarere. He pēnei anō ēnei tikanga mō nāianei, he toimaha tonu te kawe, te whakaū.
Heoi, ka whakatakia mai ngā kōrero i te orokohanga o te ao hei raranga ake hei whāriki mō te tikanga Māori. Tuatahi, ka tirohia ētahi o ngā whenu o tēnei mahi whata, arā, te ahunga mai o te tikanga Māori me ngā tikanga huhua i whakatauiratia mai e ngā atua Māori. Whai muri atu kei te upoko tuarua, ka whakaraupapahia mai ngā kōrero a te hunga whakautu pātai kia āta kitea ai ō rātou whakaaro mō te tikanga Māori. Ka hāngai pū tonu tēnei titiro ki ngā momo pātai, ā, ka tirohia hoki ngā whakahokinga a taua hunga nā.
Kei te upoko tuatoru ka huri te titiro ki ngā hau pūkeri e tūkino nei i ā tātou tikanga Māori. Tuatahi, ka horahia ngā kōrero, ngā tikanga mō te āhua o te noho a te Māori o mua, kia āta kitea ai i pēhea te āhua o tōna whakahaere i tōna ao o mua. Kātahi, ka āta tirohia ētahi ture Pākehā e tīhaehae nei i ā tātou tikanga, pēnei i te ngaro haere o te reo Māori, te haehae haere o ā tātou tikanga Māori. Ka mutu, ka huri ake ki te whai whakaaro ki ētahi o ngā raru i pā mai ki te tikanga Māori i te neketanga o te Māori ki te tāone noho ai, mahi ai.
Kei te upoko tuawhā ētahi tauira mō ngā tūmomo tikanga e mahia ana e te Māori i waenganui i tōna whānau. Ka tirohia te ringa tapu o te tikanga hei whakaohooho ake i te hinengaro, hei whakatakoto māramatanga mō aua tikanga hoki.
Kei te upoko tuarima te tirohanga ki ngā momo tikanga i runga marae, me ngā momo tohu Māori e whakaatu mai ana i te rangatiratanga o te iwi, pēnei i ngā tohu kino, i ngā tohu ora rānei. Ka tirohia ētahi whakamāramatanga mō te āhua o te noho piri o te Māori ki tōna taiao, he aha ngā kōrero a te taiao ki te Māori, he aha hoki ngā kōrero a ngā kararehe o te taiao.
Hei whakakapi ake i te tuhinga nei ko te whakarāpopototanga. I konei ka titiro whakamuri ki ngā āhuatanga kua ara ake. Ka whakaraupapahia ngā whakakitenga me ngā whakaputanga hei whakaohooho, hei whakaarotanga ake mō te ao kei mua e pā ana ki ā tātou tikanga Māori.

year: 2003