Beginning teachers' preparedness to teach Māori children : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand

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dc.contributor.authorKenrick, Peti Mihiroa Mere Jessie
dc.date.accessioned2011-01-12T21:41:47Z
dc.date.availableNO_RESTRICTIONen_US
dc.date.available2011-01-12T21:41:47Z
dc.date.issued2010
dc.description.abstractThe preparation of teachers is complicated by a plethora of competing elements seeking consensus as to what a teacher education curriculum might look like for those entering the teaching profession. Ideally the preparation of teachers needs to be an exact science to ensure and secure the future of the teaching profession and educational outcomes for all New Zealanders. Unfortunately, teaching is not an exact science. In New Zealand, education, and teachers as agents of the education system, has not always served all students and groups well. Failure to serve all well challenges the education system and teacher educators’ preparation of teachers to teach. This research focuses on beginning teacher preparedness and whether they enter the teaching profession prepared or not. Beginning teachers represent the future of the teaching profession (Education Review Office, 2005). More specifically, and in light of growing diversity, disparity and rights, this research examines beginning teachers’ perception of their preparedness to teach Māori children. The consequence of a prepared or unprepared teacher is reflected in the student achievement and educational outcomes. A profession that does not prepare their professionals to perform the job they are charged with do a disservice to their clients. Sadly, poorly prepared teachers are too common, particularly when it comes to teaching Māori children. Concerns raised by participants in this study point clearly at the lack of preparation during their teacher education and later during their induction programme. However, this study did also find teacher education had not completely ignored preparing students to teach Māori children but the approach was limited. Unfortunately, the consequence for Māori children is poor educational outcomes that are too often mirrored in the workforce.en_US
dc.identifier.urihttp://hdl.handle.net/10179/2059
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectMaori childrenen_US
dc.subjectEducationen_US
dc.subjectBeginning teachersen_US
dc.subjectFirst year teachersen_US
dc.subjectTeacher trainingen_US
dc.subjectTeacher educationen_US
dc.subjectNew Zealanden_US
dc.subject.otherFields of Research::330000 Education::330100 Education Studies::330199 Education studies not elsewhere classifieden_US
dc.titleBeginning teachers' preparedness to teach Māori children : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealanden_US
dc.typeThesisen_US
massey.contributor.authorKenrick, Peti Mihiroa Mere Jessie
thesis.degree.disciplineEducationen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Education (Ed.D.)en_US
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