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Asia-Pacific Journal of Teacher Education Volume 39, 2011 - Issue 4
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Articles

Te Kotahitanga: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies

Anne Hynds School of Educational Psychology and Pedagogy, Victoria University of Wellington, Wellington, New ZealandCorrespondence[email protected]
,
Christine Sleeter California State University, Monterey Bay, USA
,
Rawiri Hindle Te Kura Māori, Victoria University of Wellington, Wellington, New Zealand
,
Catherine Savage School of Educational Psychology and Pedagogy, Victoria University of Wellington, Wellington, New Zealand
,
Wally Penetito Te Kura Māori, Victoria University of Wellington, Wellington, New Zealand
&
Luanna H. Meyer Jessie Hetherington Centre for Educational Research, Victoria University of Wellington, Wellington, New Zealand
Pages 339-351 | Received 16 Aug 2010, Accepted 22 Jul 2011, Published online: 12 Oct 2011

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Tia Reihana-Morunga. (2022) Classroom Kōrero: relationships and the delivery of Māori content in the New Zealand secondary school dance class. Research in Dance Education 23:2, pages 177-193.
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Jennifer Charteris, Dianne Smardon, Ruth Foulkes & Sue Bewley. (2017) Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency. International Journal of Qualitative Studies in Education 30:6, pages 546-559.
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Noeline Alcorn. (2014) Teacher education in New Zealand 1974–2014. Journal of Education for Teaching 40:5, pages 447-460.
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Quaylan Allen. (2015) Race, culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students. Teaching and Teacher Education 47, pages 71-81.
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Tasha Riley. (2014) Raising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement. The Australian Journal of Indigenous Education 43:2, pages 144-153.
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