Ongoing process of bicultural development in new zealand

te tiriti o waitangi in early childhood

The second stage is listening. Just one year laterhowever, the responses from the surveys sent out to the newly practising teachers indicate that more support is required and expected from leadership within the early childhood environment in relation to encouraging bicultural and bilingual environments.

Two of these articles were published in MacNaughton, G.

te ao maori ece

Colouring in the white spaces: Cultural identity and learning in school. In Article Two, MA? Conclusion As noted earlier in this article, the wording within Crown documents are increasingly demonstrating the importance of teachers, management and leaders, supporting and mentoring beginning teachers with appropriate bicultural and bilingual knowledge and skills.

The students were surveyed again in their third year of training at which point we heard about what they felt had made a difference positive or negative for their bicultural and biliteracy development during their three years of training as early childhood teachers. Demonstrate commitment to ongoing professional learning The good intelligence is we dont need to be bilingual to Adair, V.

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Ongoing process of bicultural development