title: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education

authors: Hawera, Ngārewa

subjects: initial teacher education

abstract: Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

text: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

year: 2017

title: An indigenous model of career satisfaction: Exploring the role of workplace cultural wellbeing

authors: Haar, Jarrod M.

subjects: career satisfaction

abstract: Despite career satisfaction models being well established, little is understood about the career satisfaction of indigenous employees. Using a sample of 172 Maori employees, the indigenous people of New Zealand, we tested a career satisfaction model with a cultural wellbeing factor over and above established factors of human capital, sociodemographic, individual differences and organizational sponsorship. This new measure workplace cultural wellbeing was found to significantly relate to career satisfaction, accounting for twenty-three percent of the variance over and above the established factors which highlights its importance for indigenous workers. Furthermore, due to collectivistic orientations amongst Maori, collectivism was tested as a potential moderator and found to significantly interact with workplace cultural wellbeing, showing that Maori respondents reported the greatest career satisfaction when workplace cultural wellbeing was high, irrespective of collectivism orientation. This paper offers an extended model for exploring career satisfaction of indigenous workers.

text: An indigenous model of career satisfaction: Exploring the role of workplace cultural wellbeing Despite career satisfaction models being well established, little is understood about the career satisfaction of indigenous employees. Using a sample of 172 Maori employees, the indigenous people of New Zealand, we tested a career satisfaction model with a cultural wellbeing factor over and above established factors of human capital, sociodemographic, individual differences and organizational sponsorship. This new measure workplace cultural wellbeing was found to significantly relate to career satisfaction, accounting for twenty-three percent of the variance over and above the established factors which highlights its importance for indigenous workers. Furthermore, due to collectivistic orientations amongst Maori, collectivism was tested as a potential moderator and found to significantly interact with workplace cultural wellbeing, showing that Maori respondents reported the greatest career satisfaction when workplace cultural wellbeing was high, irrespective of collectivism orientation. This paper offers an extended model for exploring career satisfaction of indigenous workers.

year: 2013

title: Feature Review of Matthew Bannister (1999) Positively George Street: A personal history of Sneaky Feelings and the Dunedin Sound, Auckland: Reed

authors: McCleay, Colin

subjects: Sneaky Feeling

abstract: Feature review of the book: Matthew Bannister (1999) Positively George Street: A personal history of Sneaky Feelings and the Dunedin Sound, Auckland: Reed.

text: Feature Review of Matthew Bannister (1999) Positively George Street: A personal history of Sneaky Feelings and the Dunedin Sound, Auckland: Reed Feature review of the book: Matthew Bannister (1999) Positively George Street: A personal history of Sneaky Feelings and the Dunedin Sound, Auckland: Reed.

year: 2001