He Tirohanga Hōtaka

Table of Contents

Foreword
Abstract
   Acknowledgements
1. Reo Māori Proficiency Project
   Research Brief
   Ethical Research Guidelines
   Te Rōpū Whakamana Reo Advisory Group members
   Kaupapa Māori Research Approach
   Identifying the Sample
      Teacher education provider selection process
      Selection of participants
      Initial Contact
      Cultural Safety
      Informed Consent
      Confidentiality
   Research Methodology
      Research Questions
      Data gathering
      Number of Participants
      Analysis
      Issues
2. Findings
   Overview of Māori-medium and Bilingual Initial Teacher Education
   Five Areas of Inquiry
   Inquiry Area 1: Conceptual Frameworks and the Graduating Teacher Standards
      Conceptual frameworks
      Findings
      Graduating Teacher Standards
      Findings
      Interpretative commentary
   Inquiry Area 2: Māori Language Proficiency through Initial Teacher Education
      Māori Language Entry Requirements
      Findings
      Monitoring Students' Māori Language Proficiency
      Findings
      Approach to Developing Māori Language Proficiency
      Findings
      Interpretative commentary
   Inquiry Area 3: Reo Māori Content of Programmes
      Findings
      Interpretative commentary
   Inquiry Area 4: Staff Experience and Qualifications
      Findings
      Interpretative commentary
   Inquiry Area 5: Māori language proficiency issues
      Findings
      Interpretative commentary
3. Recommendations
References
Appendix A: Graduating Teacher Standards
Appendix B: Letter from NZTC to Providers
Appendix C: Information Pack Documents
Appendix D: Interview Questionnaire
Appendix E: Programme Pre-requisites, Outlines, Outcomes

ISBN 978-0-478-32950-6

ISBN 978-0-478-32951-3 (web version)

© New Zealand Teachers Council, 2008

Research reports are also available on the New Zealand Teachers Council website: www.teacherscouncil.govt.nz

Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the New Zealand Teachers Council.

Foreword

The Māori Medium Advisory Group to the New Zealand Teachers Council took up its first exciting challenge in 2005: to explore what was happening in the tertiary sector in terms of Māori medium teacher education programmes for early years, primary and secondary sectors. These programmes were developed in contexts which are unique and distinct. Although they were viewed as innovative, ground-breaking and, indeed, nation building, not enough was known as to their content, their accessibility and the status of graduates for the Māori-medium sector. What was known was that they were laying the foundations of a bicultural/bilingual educational landscape in post-colonial Aotearoa as part of the deep structure of our unique context, and in keeping with our Treaty-based nation.

Although the exploration being offered here in "Whakamanahia Te Reo Māori - He Tirohanga Hōtaka" is essentially a descriptive study it does provide the details or basis for further research projects to strengthen capacity to meet the educational needs of children and young people in culturally harmonious ways and with absolute regard for their identities as Tāngata Whenua and Tāngata Tiriti. Transformation in a post-colonial era assumes the reconceptualisation and reconstruction of our cultural identities (which are not homogenous), the revernacularisation of te reo Māori and the growth of a bicultural Nation. As the New Zealand historian Hazel Riseborough so eloquently put it; '. . .I am comfortable in both worlds. I think that is what being a New Zealander is all about. You can never be part of the Māori world, but it can be a part of you. We are a bicultural nation, not multicultural – all those other people have a homeland and a language base outside this country. Māori have no other place but this.' (Your Weekend, November 2008 p. 16).

It is solid foundations such as those provided by the alternative teacher education programmes described in this report, aiming to graduate teachers who can move comfortably and confidently between diverse world-views and languages, upon which our bicultural nation can thrive. This research project is part of that solid base upon which further qualitative research projects can provide clarity as to what it means to be a New Zealander and can make a difference to the educational outcomes for ngā tamariki / mokopuna of Aotearoa.

Dr Mere Skerrett

Abstract

The purpose of this study, Whakamanahia Te Reo Māori - He Tirohanga Hōtaka, was to identify the issues experienced by Māori-medium Initial Teacher Education (ITE) programme providers in 2008 in relation to the development of Māori language proficiency of their graduates, and to recommend ways of addressing those issues. In the early part of 2008, Haemata Limited's research team gathered information through a review of the available documentation and a series of interviews with programme directors and lecturers. All 10 of the ITE providers offering Māori and bilingual programmes in 2008 participated in the study.

While several providers identified issues unique to their programmes, a number of common themes were apparent across all programmes. Most notably, the findings identify that all ITE providers of Māori-medium programmes are concerned about ensuring that their graduates have good Māori language skills, a thorough understanding of the Māori-medium curriculum (the 'Marautanga') and of second language acquisition theory, and that they can apply this knowledge in practical teaching situations.

Analysis of the data suggests that Māori-medium ITE programme providers need a range of support mechanisms in order to successfully develop both Māori language proficiency and pedagogical knowledge and skills in their graduates.

Acknowledgements

Haemata Ltd would like to acknowledge the assistance given by the staff of Initial Teacher Education programmes who took time out of their busy schedules to contribute to this very important kaupapa. Tēnei te mihi ki a koutou katoa e poipoi ana i te reanga kaiwhakaako hou.

Executive summary

Initial Teacher Education (ITE) programmes aim to prepare graduates for a career in teaching, and in the context of this study, more specifically for teaching in Māori-medium and bilingual settings.

This 2008 study of ITE programmes, Whakamanahia Te Reo Māori - He Tirohanga Hōtaka, found a range of issues specific to Māori-medium programmes that, for the most part, have not changed since the New Zealand Teachers Council's last significant study of ITE education programmes undertaken in 2005 (Kane, 2005).

This report provides a summary and clarification of issues identified by programme providers in relation to the development of the Māori language proficiency of their graduates.

The report has two main sections. The first section describes the background and rationale that led to the commissioning of this piece of work, and the research methodology which guided the project.

The second section focuses on the questions which this study sought to answer and discusses the issues raised by providers of ITE programmes. A range of strategies to address those issues are suggested and areas for further research are indicated.

Our analysis of the data has resulted in recommendations based on information provided by the teacher educators interviewed in the study. We hope the recommendations will contribute to the development of common understandings and knowledge sharing opportunities for the Māori–medium ITE sector.

The key findings of this study suggest that:

1. Reo Māori Proficiency Project

In February 2008, Haemata Ltd was contracted by the New Zealand Teachers Council (NZTC) to conduct research into issues affecting the Māori language proficiency of students in Māori-medium and bilingual teacher education programmes in Aotearoa/New Zealand.

Prior research indicated a significant gap in knowledge regarding aspects of Māori language proficiency and other important issues in Māori-medium teacher education programmes. This was reinforced by the collective experience and wisdom of the NZTC's newly constituted Māori Medium Advisory Group in 2005, who recommended to Council that they commission a specific research project to explore the knowledge gap around te reo proficiency.

A scoping group comprising Māori language specialists and Māori educators was brought together to define a brief for the research. They recommended a two-phase kaupapa Māori research project consisting of:

Haemata Ltd was contracted to undertake a series of interviews with Māori-medium ITE programme providers and provide an analysis of current practice in the sector in fulfilment of the first phase.

This report relies on data gathered through face-to-face and telephone interviews together with programme documentation to identify and describe the current practices and issues in Māori-medium ITE programmes. Where relevant, reference is made to the findings of the more extensive 2005 study into ITE programmes throughout Aotearoa/New Zealand (Kane, 2005).

Research Brief

The research brief provided by the NZTC was to describe the current processes by which graduates in Māori-medium ITE programmes develop the required Māori language proficiency to teach in Māori-medium and bilingual settings.

This section of the report sets out the methodology and ethical procedures that were followed in the development and undertaking of the study.

Ethical Research Guidelines

In order to maintain the integrity of the research project, Haemata sought to ensure adherence to an agreed code of ethics for all aspects of the project. In consultation with the project advisory group, a set of ethical guidelines based on kaupapa Māori research principles was developed.

Te Rōpū Whakamana Reo Advisory Group members

Kaupapa Māori Research Approach

Haemata Ltd has a responsibility to both the client and the research participants to ensure that integrity, trust, and respect, evident in a kaupapa Māori-based approach, underpin the research methodology and guide the conduct of researchers throughout this project.

Core Māori concepts and tikanga (cultural practices) common across Māori-centred ethical frameworks were used to guide us in our research practices and ethical processes. Smith and Cram (2001) list seven key values to guide researchers operating from a kaupapa Māori basis:

Haemata Ltd is also guided by a set of principles that reflect our belief in
empowering Māori to define their future which are applicable to this study:

The kaupapa Māori approach employed by Haemata in this study was guided by these values and principles, and reflected in the way we approached each aspect of the research.

Identifying the Sample

This section describes the criteria used to identify potential participants, the processes around securing their participation in the project, and the management of confidential information.

Teacher education provider selection process

Teacher education programmes were identified from the 2008 TeachNZ teacher education provider information booklets for early childhood, primary and secondary (Ministry of Education, 2008) and had to meet the following criteria. They were:

Thirteen (13) programmes met the criteria for inclusion in this study. Those programmes were offered by ten (10) different providers.

Selection of participants

With the purpose of the study and the research questions in mind, programme directors were identified as one group of key informants. Each programme director was asked to identify a second informant for their programme. Criteria provided required the second participant to:

This formed a potential sample group of 13 programme directors and 13 tutors/lecturers.

Initial Contact

All providers of NZTC approved ITE Māori-medium and bilingual programmes offered in 2008 were approached to participate in the study. Initial contact with the provider was made via correspondence from Peter Lind, Director of NZTC, addressed to the Programme Director, Chief Executive Officer, Dean of Education, or Pro Vice Chancellor (Education). The letter (Appendix B) outlined the purpose of the project and introduced the research team.

The initial contact was then followed up with a telephone call by Haemata staff to seek each provider's agreement to participate in the project, and to ascertain any additional research ethics approval processes required by the institutions.

The invitation to participate had been forwarded to each programme director. An information pack (Appendix C) was also disseminated to the programme directors, and included:

In most cases, the documentation provided was sufficient to meet the ethical standards of the institutions. Where further information was requested, any concerns, questions or issues were addressed by telephone or in face to face meetings. This process resulted in agreement by all providers to participate in the study.

Cultural Safety

We anticipated similar numbers of male and female participants and that the vast majority would be Māori, and Māori speaking. The Haemata researchers are Māori, female, speakers of Māori, and comfortable with Māori practices and protocol. With wide experience in Māori education, as classroom teachers, lecturers of teacher education programmes and other tertiary programmes, and as students of the Māori language, our researchers offered both cultural and educational understanding to the research. This, along with our guiding principles, supported our engagement and interaction in a way that allowed us to understand and respect the context in which providers operate.

Informed Consent

Prior to interviews with programme directors and lecturers/tutors, participants were fully informed of the following:

Participants also received the interview questionnaire and were asked to sign a consent form prior to the interview taking place.

Confidentiality

To ensure that ethical standards were adhered to throughout the project and that the integrity of the collected information was maintained, it was important to ensure that information collected was treated in a confidential and secure manner. The following processes to handle the information were utilised:

Research Methodology

Research Questions

The following research questions were based on recommendations from the project advisory group, and on indicators identified in the 2008 Graduating Teacher Standards.

An interview questionnaire (Appendix D) was developed based on the above research questions and available to participants in Māori and English.

Data gathering

Data was gathered in three ways:

Documentation about each programme was gathered prior to commencing interviews. Sourced from provider websites, calendars, prospectuses, and programme directors, the information available included conceptual frameworks, programme aims, entry criteria, course outlines and paper descriptions. Interviews were used to validate the accuracy of the information gathered.

Interviews were semi-structured – a questionnaire was developed to guide the interview process. Prior to interviews each participant received an information pack containing details about the study including the interview schedule and a consent form. Participants also had the opportunity to ask any questions about the process or the research, prior to being interviewed. Approximately half of the interviews were undertaken by telephone and half in person.

Telephone interviews were conducted one-to-one. By contrast, some participants in face-to-face interviews requested that they be interviewed with their colleague/s. Five of the face-to-face interviews involved more than one person.

3. Written responses

Although participants were not offered the option of providing a written response to the survey questions, the staff from two programmes (at one provider) requested that they be allowed to participate in this way. Workload at the time of the research meant these participants were unable to commit a time for phone or kanohi-ki-te-kanohi interviews.

Of the 22 participants who responded, 14 were interviewed kanohi-ki-te-kanohi, five were interviewed by telephone, and three provided written responses.

Researchers recorded all responses in writing, and with the exception of the written response received, also recorded responses on a digital recording device. The information was entered into a database to facilitate analysis.

Number of Participants

All 10 providers (offering the 13 eligible programmes) agreed to participate in the research project. However, due to time constraints and workload issues three informants of the original sample group of 26 were not available for interview and one declined the offer to participate. This resulted in a participation rate of 84.6 percent representing 12 programmes and 10 providers.

Table 1 Number of participants and responses received

Table 2 Number of respondents for each type of response

On five occasions participants requested that they be interviewed with a colleague/s. In one of those interviews, five teaching staff of one programme participated in an interview. However, for the purposes of this study, these five participants have been counted as two responses ('programme director' and 'second informant' – senior staff member). All other programme participants have been counted as either one or two depending on whether the programme director and/or staff member took part in the project.

Two participants from one programme provided written responses (at their own request) and one participant from another programme was unable to make the kanohi-ki-te-kanohi interview but submitted a written response via email instead.

All participants received a written summary of their interviews and were asked to confirm the accuracy of the information in its summarised form and to make any additions they felt were necessary. Eighteen participants (84%) responded.

Analysis

The analysis of the data is embedded in a strengths-based approach whereby the intention of the research is to identify strengths of a programme as well as the issues associated with producing Māori language competent graduates. By identifying the strengths and understanding the issues the aim is to help improve the educational outcomes for Māori (te hāpai i a tātou).

The sample group of 22 participants is too small a sample to undertake a quantitative analysis, but has allowed qualitative analysis leading to the identification of common themes and best practice examples.

Issues

The following issues were identified by either the research team or cited as reasons participants felt reluctant to participate in the research project.

Lack of knowledge about the programme

One participant did not feel they had been teaching in the programme long enough to provide adequate responses. The programme director was available to be interviewed but was unable to respond to some programme specific questions such as the amount of Māori language used to deliver papers in the programme.

Tikanga Māori process

One provider was concerned about the purpose of the research project. Although full information prior to consent was supplied, concerns raised by the provider resulted in the researcher agreeing to meet with staff to discuss the project prior to securing their agreement to participate. Agreement was forthcoming and an interview was conducted.

Identification of participants

The number of people who work in Māori education is relatively small, with fewer still working in Māori-medium education. This poses a risk to being able to ensure the anonymity of those interviewed. In order to mitigate any risks associated with individual participants being identifiable, findings are reported in general terms. This report has also been reviewed by the project advisory group to ensure that it does not identify individual participants in a way that may be perceived as detrimental.

2. Findings

This section of the report begins with a brief overview of the ITE programmes included in this study and then addresses the ten research questions. It provides an analysis of data sourced from interviews with programme directors and lecturers of Māori-medium and bilingual ITE programmes, and from programme-related documents. Where relevant and useful, findings concerning similar questions asked of Māori-centred, Māori-medium and bilingual programmes that feature in the Kane report (Kane, 2005) have been referenced.

Overview of Māori-medium and Bilingual Initial Teacher Education

Providers

In 2008, ten ITE providers (five universities, three wānanga, two private training establishments) offered Māori-medium or bilingual programmes.

Programmes

Māori-medium or bilingual ITE programmes aim to prepare graduates for teaching careers in bilingual or total immersion settings in the early childhood and primary education sectors. Across the ten providers, a total of 13 Māori-medium and bilingual programmes were offered, and participants from 12 of the programmes participated in this study.

All programmes offered through universities were college of education programmes prior to the mergers with local universities which have taken place in the last decade.

Some of the programmes are available in larger city centres as well as smaller regional towns through provider outposts.

Typically programmes are full-time for three years with an option of part-time study (to be completed within six years).

A range of graduate level qualifications are offered through the 13 programmes. Graduates of 10 programmes receive bachelor degrees, and students of three programmes graduate with a diploma of teaching.

Table 3 Type of Qualification by Provider by Sector

Modes of delivery

The programmes available are delivered through a range of different delivery modes:

Of the 13 Māori-medium programmes available in 2008, five were college-based, three were campus-based, four were delivered via distance education, and one was centre-based.

Five Areas of Inquiry

This study focuses on identifying the issues concerning the Māori language proficiency of teacher education students in Māori-medium and bilingual teacher education programmes.

The research questions cover five areas of inquiry and for ease of reading and discussion, the findings are presented according to these five areas.

In this section the main findings of the study are presented along with a discussion of the issues identified. A summary of recommendations is included at the end of this report.

Inquiry Area 1: Conceptual Frameworks and the Graduating Teacher Standards

What conceptual frameworks underpin each Māori-medium ITE programme?

To what extent do the Graduating Teacher Standards influence the language component of the programmes?

Inquiry Area 2: Reo Māori Proficiency through Initial Teacher Education

What proficiency in te reo Māori is required for entry into each of the Māori-medium ITE programmes?

How do Māori-medium ITE providers assess their students' Māori language proficiency?

What approaches do Māori-medium ITE providers adopt to develop Māori language proficiency of the students in their programmes?

What proficiency in Māori language is expected of graduates in Māori-medium ITE programmes?

Inquiry Area 3: Reo Māori Content of Programmes

What percentage of content in Māori-medium ITE programmes is delivered through Māori language?

On what basis are decisions about language use/choice made across a programme e.g. Are some subjects taught in Māori and others in English?

Inquiry Area 4: Staff Experience and Qualifications

What experiences and qualifications are expected of staff in the Māori-medium ITE programmes and to what extent are these expectations met?

Inquiry Area 5: Issues

What issues do ITE providers and the other research participants identify in terms of Māori language proficiency?

Inquiry Area 1: Conceptual Frameworks and the Graduating Teacher Standards

Conceptual frameworks for ITE programmes help identify what a provider believes is most important in preparing graduates for teaching careers. According to Kane (2005:51), conceptual frameworks 'provide an account of the assumptions and understandings about teaching and learning to teach that underpin the qualification structure, content and implementation' and have been identified as a key indicator of programme quality. (Feiman-Nemser, 1990; Howey, 1996 cited in Kane, 2005:51).

In 2008, the NZTC defined a set of national standards for graduating teachers of ITE programmes. Known as the Graduating Teacher Standards (NZTC, 2008), these benchmarks define areas of skill, knowledge and understanding expected of ITE graduates applying for provisional teacher registration. The standards are intended as a means of helping ITE programme providers to produce graduates who are well prepared for entering the teaching profession, and enable schools to have clear expectations of potential employees.

In this study we attempted to identify the foundations and principles of ITE programmes as outlined in their conceptual frameworks, and the alignment of these to the Graduating Teacher Standards. We expected to see a focus on many of the important foundational skills of being an effective teacher in the conceptual frameworks, but we also found that the conceptual frameworks serve to highlight the differences and uniqueness of the programmes. These differences are influenced by a range of factors including existing Māori conceptual frameworks, the role of iwi and tikanga, and international research.

Conceptual frameworks

In 2005, researchers examined 78 conceptual frameworks across early childhood, primary and secondary ITE programmes (Kane, 2005:79). They found that overall there were a range of understandings as to the structure, content and purpose of conceptual frameworks within ITE. Where frameworks were well-developed, providers made explicit their understanding of: teaching and learning, best practice in pre-service teacher education, and the contexts in which their graduates would be working. Researchers noted that few conceptual frameworks recognised the needs of second language learners in schools. (Kane 2005:81) These elements became the basis for review of conceptual frameworks in this current study of Māori-medium ITE programmes.

Conceptual frameworks were not available for all participating programmes, and in some cases information was sourced from providers' websites and prospectuses.

Findings

Participants who described their conceptual frameworks, referred to Māori frameworks, dual knowledge systems, the Treaty of Waitangi, iwi partnerships and knowledge, te reo Māori me ngā tikanga, curricula such as Te Whāriki, programme content and aims, and graduate outcomes. Some conceptual frameworks also described the type of setting/s in which graduates could teach, ranging from English-medium mainstream settings, bilingual through to total-immersion Māori-medium kōhanga reo, kura kaupapa Māori, and iwi-specific schools.

Programme Content

Generally, there are four key components to the content of Māori-medium ITE programmes:

Language Revitalisation and Second Language Teaching and Learning

Participants from nine of the 12 programmes included in this study made reference to researchers such as Jim Cummins, Joshua Fishman, Stephen May, Colin Baker, Richard Benton, and Rod Ellis in regard to language revitalisation, and to second language acquisition, learning and teaching principles and approaches.

Eight of the 12 programmes deliver 80-100% of their content through the medium of Māori language and classify their programmes as total immersion. The other four programmes deliver 31-50% of the content through the medium of Māori and classify their programmes as bilingual. One programme had originally been total immersion but had recently become bilingual due to a decrease in students fluent enough in Māori.

'Front Loading'

Many, if not most, students in Māori-medium ITE programmes are second language learners of Māori. In recognition of this situation, two immersion ITE programmes introduce new concepts in English and then discuss the new learning in tutorials in Māori. Students learn new and complex concepts in English in lectures, and then discuss the new concepts in their tutorials and how to express those concepts in the Māori language. Both programmes teach core education papers using this method of teaching. One programme refers to the approach as 'front loading', while the other programme recognises it as an accelerated learning technique.

Te Whāriki

All three early childhood ITE programmes indicated the central importance of Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, Early Childhood Curriculum (Ministry of Education, 1996) to their programmes. Te Whāriki is considered to fit well with both Māori and western pedagogies emphasising an holistic and inclusive approach to teaching and learning. As one participant wrote:

The programme also centralises the child in learning, and encourages relationships with whānau and community, a concept central to preferred Māori ways of teaching and learning.

Dual Knowledge Systems

Dual knowledge-based pedagogy was a characteristic of some programmes and considered complementary. This approach was typical of programmes offering a dual pathway or degree with another stream of the institution. While the overall programme aims and outcomes for individual papers were similar to the general teaching stream, key differences included the language of delivery, aspects of content (such as Māori pedagogies), the curriculum document focus (marautanga Māori), and second language acquisition teaching and learning.

One participant acknowledged partnership with local iwi and to the Treaty of Waitangi as a principle underpinning their conceptual framework and in their strategic plan.

On amalgamation with the local universities, participants from programmes previously delivered through colleges of education found themselves having to redevelop their teaching degrees. In the most part, this has been done successfully but mergers have not been without some tension.

ITE Māori-medium and bilingual programmes offered through universities can experience tension/s as a result of needing to achieve dual aims and purposes. Managing the tension requires fulfilling requirements for programme approval while upholding the structure, aims and desired outcomes of the programme and relies on sound institutional knowledge as well as the ability to identify clearly the points of connection between the programme aims and the institutional goals.

Māori Frameworks

Kane (2005) found that:

Every programme in this study referred to a Māori framework in their description of the conceptual framework. The Māori frameworks were fundamental to their perspective, and approach to learning and teaching and included Te Aho Matua, Te Whare Tapawhā, Ngā Kaupapa Here, kaupapa Māori (Māori concepts), mātauranga Māori (Māori knowledge), iwi frameworks, te Ao Māori (Māori worldview) ³ .

Typically, programmes delivered by wānanga mentioned more than one framework, for example:

Participants rationalised the inclusion of Māori frameworks within their programmes' conceptual frameworks with statements such as:

One provider and programme grounded their conceptual framework firmly in international indigenous theories, adapting it to reflect the centrality of the child to learning and to their world, and 'iwi-ness' as opposed to 'Māori-ness'.

Graduating Teacher Standards

It is intended that the new Graduating Teacher Standards will apply to all graduates of initial teacher education programmes entering teaching in a school or early childhood centre and including all Māori-medium settings. From January 2009, providers applying for approval of ITE programmes have to show that new teaching programmes align with the Graduating Teacher Standards.

While this development is still new, participants in this study were asked about the types of skills and knowledge taught through their programmes, based on the competencies identified in the Graduating Teacher Standards.

Findings

Pedagogy associated with second language acquisition teaching methods

Participants from 11 programmes responded to questions about second language acquisition pedagogy within their programmes. The results indicate that two programmes specifically teach second language pedagogy, five other programmes include some aspects of second language acquisition, and four do not reference it at all.

Participants identified researchers and material used for teaching second language acquisition pedagogy such as Jim Cummins, Joshua Fishman, Stephen May, Colin Baker, Bernard Spolsky, Richard Benton, and Rod Ellis, while some also mentioned educationists and linguists Toni Waho, Rose Pere, Mason Durie, Wharehuia Hemara, Wally Penetito, Ian Cormack, Bruce Biggs and Fran Hunia when referring to Māori pedagogy. It is noted that some of the people named may not fit the area or category of expertise attributed to them by the participants.

In terms of students being able to demonstrate their skills in the application of second language acquisition pedagogy, most participants relied on observations during practicums and seminar presentations.

Pedagogy associated with teaching children of different age groups

Participants from 10 programmes confirmed that their programmes focus on the pedagogy associated with teaching children in the age groups the programme is tailored for (for example, early childhood or primary) and two thought they could improve in this area.

Some of the programmes offer age-appropriate papers based on curriculum levels and subject areas. All programmes assess students' knowledge of pedagogy to some extent through performance during practicums. Curriculum-based planning and observations during class exercises are also used to assess pedagogical knowledge.

Do graduating teachers have knowledge of the relevant curriculum documents of Aotearoa New Zealand?

Programmes utilised a mix of the curriculum documents, the marautanga Māori (current and draft versions), the New Zealand Curriculum and Te Whāriki Curriculum (in Māori and English). Staff chose the curriculum documents most relevant to the focus of their programmes but the majority focused on the marautanga Māori.

Iwi-based immersion ITE programmes also utilise a range of Māori-centred documents and concepts in addition to the Marautanga o Aotearoa, including Te Aho Matua, Te Whare Tapawhā and Kauae Runga, Kauae Raro. ⁵

Other documents referred to by participants who delivered 30% or less of their programme in Māori included:

To what extent does the programme focus on the language of the curriculum?

Five of the programmes had a very strong focus on the language of the curriculum. There is an apparent relationship between the amount of Māori used to deliver the programme and the extent of the focus on curriculum language. Iwi-based and other ITE programmes that delivered 80% or more of the programme in Māori were more likely than bilingual programmes to have a focus on the language of the curriculum. Programmes that spent less than 30% of the language of instruction in Māori were more likely to have a limited focus on the language of the curriculum.

Do graduating teachers have knowledge of the relevant curriculum documents of Aotearoa New Zealand?

All participants confirmed that their students have the ability to understand the Māori curriculum documents appropriate to the subject and age group (or level) that the programme focuses on. The majority demonstrate this ability by designing age-appropriate lesson plans, through practicums and in classroom discussions.

Participants were also asked about the connection between language proficiency and the ability to deliver the marautanga. They noted that some teacher educators have problems teaching the marautanga in Māori because they themselves do not have a good grasp of the Māori vocabulary and concepts associated with each curriculum area. This raises concerns about whether the programme graduates will in turn be able to teach the marautanga in schools.

Do graduating teachers know how to develop thinking and learning strategies in learners?

Participants from five of the 12 programmes reported using the Māori-medium numeracy programme, Te Poutama Tau, to help their students develop the skills needed to teach children in a manner that develops thinking strategies.

Two immersion programmes take a different approach to ensuring that their students are able to encourage the development of thinking strategies in children.

Both programme providers require their students to learn, and to be able to teach anything in the classroom in a way that is both relevant and connected to the foundation concepts of their ITE programmes. One of the two programme providers encouraged thinking strategies based on connections to the kaupapa here (principles and policies) of the institution and the other focused on connections to whakapapa (genealogy, cultural identity, relationships). Both expected that graduates of their programmes would utilise these skills in the classroom to enable their own students to make similar connections between what they learn in class and how it relates to their world.

Those that did not have a formal programme in place to develop metacognitive strategies cited strategies such as planning, discussion, assessment, or brainstorming to encourage the development of thinking but it appeared that it did not tend to be a primary focus.

The primary means of demonstrating students' ability to encourage/develop thinking strategies is through practicums, and then through being able to talk through their planning processes and rationale for approaches they would use in the classroom.

Do graduating teachers have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand?

This question is not able to be answered fully within the scope of this research project; however the question asked by the researchers allows comment on how Māori language and tikanga are addressed in the programmes.

Iwi-based programmes have tikanga ā-iwi embedded throughout their programmes and are guided by clear iterations of tikanga or policy. One programme, although not iwi-based in location, also had a strong tikanga aspect throughout their programme.

Programmes run within mainstream institutions tend to practice general tikanga e.g. karakia, waiata, haka, tikanga o te marae, mihimihi, wānanga. Many experience difficulties in balancing the requirements of the institutions and what they feel their responsibilities are in terms of tikanga.

Most programmes encourage the practice of tikanga through everyday activities such as karakia, waiata, haka, ngā tikanga marae, mihimihi, and wānanga during the programme, and also outside of the classroom if they have a marae on campus or local marae they can access.

Interpretative commentary

Institutional Knowledge and Support

Continuity of staff impacts heavily on programmes in terms of conceptual underpinnings, structure, language of delivery and sustainability. Changes of staffing can result in a loss of institutional knowledge in terms of the conceptual framework, the principles on which the programme was founded and the programme's overall aims.

While some participants / interviewees could clearly articulate the core components of the conceptual framework underpinning their programmes, others lacked an understanding of the purpose of a conceptual framework and how it underpins approaches to learning and teaching in the context of their programme.

Teacher educators of a programme need opportunities to discuss what a conceptual framework is, and to revisit the conceptual framework underpinning the programme from time to time, particularly when they have a change in staff. At the time that this study took place four programmes that had experienced recent staff changes and therefore four interviewees were new to their programme. As a result, they were not able to comment on some of the key information such as the conceptual framework. One potential participant declined to participate in the study for this reason.

This initial investigation of conceptual frameworks and Graduating Teacher Standards identified many components that could easily fit into both frameworks which raises the question of what relationship they should have and how closely aligned the two should be.

Teaching the Curriculum

Although there is a wealth of research about the teaching skills highlighted through the Graduating Teacher Standards, including second language acquisition pedagogy, some participants lacked knowledge and understanding of how to pass those skills on to their students. It was also concerning that while the teacher educators said that their students understand the curriculum documents, they also note problems they have with teaching it to their students through the medium of Māori.

Initial teacher educators need to keep up to date with curriculum development and second language acquisition theory. Educators can appear to be operating within a vacuum and in isolation to their colleagues at other providers. They need opportunities to network, observe, discuss the issues and difficulties, and an opportunity to share the strengths of their programmes. It may also be helpful to investigate what support graduates need to be able to teach the curriculum well, including the type of language and vocabulary required to deliver the different areas of the curriculum, particularly the large number of neologisms.

A collaborative approach to Māori-medium ITE programmes between providers as well as schools and other key organisations is required to progress and fully prepare our graduate teachers for the different education settings – whether that be in full immersion Māori-medium or bilingual settings.

Inquiry Area 2: Māori Language Proficiency through Initial Teacher Education

In this area of inquiry, we were interested in identifying current practices for measuring and monitoring Māori language proficiency at the start and throughout the duration of the programmes, the approaches to developing proficiency, and the expectations around graduates' proficiency on completion of programmes.

Māori Language Entry Requirements

The expectations of programme directors and lecturers in terms of the Māori language proficiency of students on entry to the programmes varied widely. This variance depended on the ability of the applicants for the programmes and of the programme teaching staff themselves as well as the purpose of the programme, i.e. preparing graduates to work in bilingual or immersion contexts.

Findings

Other findings include:

Most programmes required students to have a sufficient level of Māori language proficiency to enable them to cope with the language demands of the programme components delivered in Māori. Many stated that there was no formal entry requirement. However, students applying to enter programmes delivered in Māori were expected to be able to cope in a total immersion environment.

Candidates who apply to enter one of the bilingual programmes were not expected to have a specific language proficiency level on entry. This was expressed in the following ways:

With the exception of one programme, staff from all other programmes assessed students' language abilities on entry through a mix of oral and written exercises including:

By contrast, one programme discontinued the use of Māori language entry assessments because they found it had become a barrier to entry rather than a useful means of assessment, especially for non-Māori without existing Māori language skills.

Notably, any assessments used are unique to the programme and therefore expectations, criteria, standards, and benchmarks vary across the programmes.

Monitoring Students' Māori Language Proficiency

In this study we were interested in identifying how each provider assesses or monitors their students' Māori language development. Assessment policies are typically grounded in a set of principles or assumptions about the purposes of assessment such as enhancing and promoting student learning through formative assessment and motivating students to develop their skills and abilities (Kane, 2005:123).

Findings

Most providers use a mix of written, oral and observational tools for monitoring the Māori language development of their students. It is of note that three programmes assessed their students through the Māori language department of their institution. On entry to the programmes, students were placed in either stage one, two or three Māori language courses. These three programmes had implemented personalised language learning programmes for their students and one other programme was looking to develop a personalised language learning programme for 2009.

Staff of another programme assessed students informally at hui Māori and on marae when they were required to perform whaikōrero, mihi, karakia, or karanga. ITE providers that had a marae tended to use these types of opportunities to monitor and informally assess the language development of their students.

Māori-speaking students of bilingual programmes are gaining recognition of prior learning and enrol in Māori language courses external to the programme if they wish to continue developing their language proficiency. Students in these programmes could go one, two, or three years without receiving any specific Māori language development from their ITE programme.

Eight programmes indicated a desire to make changes or improvements to their current approaches to monitoring students' language proficiency. Current considerations for change include:

Approach to Developing Māori Language Proficiency

The methods providers use to develop the Māori language proficiency of their students is likely to impact on the proficiency levels of their graduates. For this reason, the study inquired into the approaches used currently to develop Māori language proficiency.

Findings

Generally speaking, two main approaches are used: teaching Māori language specific papers and delivering papers (other than Māori language) through the medium of Māori. Other findings of interest include:

Some programmes have addressed the language proficiency level of their students by developing different approaches to learning. Approaches include:

These approaches indicate awareness by some providers that students may struggle with new content learning without well thought out language support so they try to lessen the burden of simultaneous language learning and content learning.

Changes to the current approach to developing language proficiency

Some providers are considering changes to their programmes to enhance the language development of students. The types of change being considered include:

Improving the proficiency of students

Participants were asked to identify options for improving the proficiency of students while on their programmes, if resources were not an issue. A wide range of options were identified including:

Further exploration of these suggestions may be appropriate in Phase two of the project.

Māori Language Outcomes for Graduates

ITE programmes had different language outcomes and expectations of their students. Factors that influenced the expectations included:

The means of identifying language proficiency issues varied between programmes. One programme offers a paper that identifies and corrects common errors made by language learners and they are now implementing a new system of assessing and monitoring a student's language development by addressing individual's needs.

Without a formal measure of language proficiency on entry to the programme it was difficult for participants to stipulate a level at exit from the programme. Lack of appropriate language proficiency assessment tools was an issue identified by some participants, and may explain the vague levels of proficiency described in some responses. The types of descriptors of expectations of graduate language include: able to use formal language; able to deliver all topics in Māori; have a high degree of written Māori.

Figure 1 Possible Links between teacher language ability and student achievement

Linking teacher language ability and learner achievement

While most programmes do not explicitly include this notion in their programme design, they understand the concept and in fact some participants commented that

it would probably be useful to address this concept explicitly in their programmes. This finding may contribute to the development of a framework for Phase 2 of this study.

Figure 1 on the preceeding page attempts to capture the researchers understanding of the possible link between teacher (graduate) language and learner achievement which could just as easily apply to teacher educator and their students.

Interpretative commentary

A number of issues are apparent in exploring the approaches to teaching, monitoring and assessing Māori language development across ITE programmes.

Viable numbers

Some programmes had difficulty securing enough student numbers for the programmes to remain viable. This sometimes meant having quite informal Māori language entry criteria to secure the required numbers in the first instance, and also meant that some students began the programmes with a less than desirable level of Māori language proficiency which in turn may have led to compromising some of the original programme aims and goals. A further related issue for a number of programmes was the ability of older students who had 'good' oral language skills in Māori but had difficulty with the written and academic demands of the programme.

Assessing proficiency

Without rigorous, robust, and accurate baseline data at entry to the programme it is hard to determine how well or how much participants have developed in language proficiency over the course of the programme.

The lack of robust assessment tools providing accurate baseline data at entry to the programme made it difficult for providers to monitor and describe how well, or to what extent students' Māori language proficiency had developed over the course of the programme.

The findings identify a lack of consistent assessment procedures to monitor the language development of the ITE students and graduates. Staff of only one programme referenced their language expectation to a nationally recognised qualification, Te Taura Whiri i te Reo Māori Level Finder Examination, but that was based on anecdotal evidence collected to apply to the level descriptors on the framework. The students did not actually sit the exam and the provider identified that the costs for the examination were prohibitive.

Reo Māori Proficiency of Graduates

Criteria identified by providers in terms of language proficiency of applicants to their ITE programmes were typically related to the language demands of the programme. All programmes expected students to make gains in their Māori language proficiency but for some, the expected gain was in relation to what they entered with and not in relation to what they were expected to be able to do as a result of graduating from the programme.

This highlights the need for closer links between the expectations of schools, the language demands of teaching and the language outcomes of ITE programmes. Schools require a clear indication of the Māori language ability/proficiency of graduates they are considering employing. For the vast majority of graduates entering Māori-medium settings, Māori is their second language, adding to the burden of being a first year teacher. Schools need to be aware of the language needs of the graduating teachers in order to provide the right support in the workplace. This has implications for induction and advice and guidance programmes for beginning teachers.

A measure or measures which identify and describe the language competencies of graduating teachers in relation to the language demands of the classroom would be a useful tool for schools, ITE providers and graduating teachers. Such a tool could allow ITE providers to identify the entry level of their students, monitor language development, and assess Māori language proficiency of graduates. This type of system would allow Māori language to be recognised more formally as a professional competency and clarify professional discourse between providers.

Also, it is important to have a clearer picture of the language demands of a teacher required to teach particular learning areas – pūtaiao, pāngarau, tikanga ā-iwi, ngā toi, hangarau, hauora – through the medium of Māori, especially those areas where new vocabulary is constantly being coined. The identification of core and specific vocabulary and language needs would assist initial teacher educators to design and develop curriculum papers based on the researched demands of teaching curriculum through the medium of Māori.

Gaining support from the teacher educators will be crucial to the successful development and/or implementation of a Māori language proficiency assessment tool. If teacher educators are included as an integral part of the development of a framework they are more likely to embrace it in their programmes.

Inquiry Area 3: Reo Māori Content of Programmes

In considering the approaches used to enhance and develop the Māori language proficiency of students, this study also looked at the extent to which Māori language is used as the language of delivery in ITE programmes and the factors that influence that situation.

Findings

In relation to the extent to which ITE programmes are delivered via the medium of Māori language, the findings show that:

The table below shows the number of programmes according to the percentage and component/s of each programme delivered through the medium of Māori.

Table 4 Percentage and Components of Programmes delivered in Māori

Interpretative commentary

A number of factors impact on the language of instruction in ITE Māori-medium programmes. The findings show that the deciding factors in all programmes as to whether they teach components through Māori or English are:

Generally speaking, where the tutor was a proficient speaker, and the students' Māori language ability was at a level where they easily comprehended the information the teacher educators delivered, the language of choice was Māori.

The exception was that even when both the tutor and student were proficient Māori speakers, the teacher educators may still have chosen to switch to English to explain some programme content if they can't express it in Māori or the students are not likely to understand. For example, the newly coined technical language of the various subject areas within the marautanga has been identified as a barrier to being able to teach curriculum papers fully in the Māori language.

Inquiry Area 4: Staff Experience and Qualifications

As part of this study we inquired into the range of experience and qualifications expected of staff involved in Māori-medium ITE programmes.

Findings

All providers required staff to have a relevant tertiary qualification. Of the 12 programmes researched, eight (8) explicitly required staff to have, or to be working toward, a postgraduate qualification. Six (6) of the 12 programmes identified appropriate teaching experience as essential, and three (3) rated qualifications and experience together as the ideal background for their staff. The findings also identify that:

Interpretative commentary

While all providers require staff to hold tertiary qualifications and continue to further their studies in order to gain higher qualifications, there was also an apparent desire to recognise other forms of skills, knowledge and expertise which may not be acknowledged through formal qualifications. Some participants made the point that they currently recognised formal qualifications but that those qualifications were not necessarily the only appropriate measure of ability. They suggested that other types of qualifications should be recognised – such as the expertise of a kaumātua in tikanga or natural sciences.

The iwi-based or iwi-centred providers were more likely to utilise people, kaumātua, kuia and other experts in Māori knowledge in parts of their programme. These people were considered steeped or expert in some of the types of knowledge valued by the programme and considered beneficial for their students.

Inquiry Area 5: Māori language proficiency issues

This research study emanates from evidence suggesting that there are specific issues relating to Māori language proficiency in Māori-medium ITE programmes. (Kane, 2005)

Similar to Kane (2005:203), this study found that there is an ongoing expectation that staff continue to further their academic qualifications, teaching experience and develop their own Māori language ability on top of already demanding workloads. There was also some expectation that students in Māori-medium ITE programmes would have a grasp of both English-medium and Māori-medium curriculum documents, and as a matter of course, this also increased the workload and pressure on staff and students. The exception to this was those bilingual programmes which spent little time on Māori curriculum documents due to student language proficiency and lack ability to understand the documents.

Findings

In this study most participants identified several issues relating to the Māori language proficiency of their students. Issues of workload and expectations identified previously were reiterated in this study, but we also tried to explore issues further. Questioning of participants was open ended with no limitations on the types of answers possible, although there was limited scope to explore the issues identified further with participants.

The range of issues

The following table shows the issues identified by participants and also the solutions they suggested to address them.

Table 5 Issues and solutions identified by participants

Interpretative commentary

The above table could provide the basis for the development of an outcomes framework, specifying the type of investment or inputs required, the forms of intervention proposed and the expected outcomes.

Marautanga and Language Ability

Technical language of the various subject areas within the marautanga is identified as a barrier to delivering curriculum papers fully in the Māori language, even when both the tutor and student are proficient Māori speakers because of the huge number of neologisms.

The findings suggest that teachers and students lack sufficient knowledge about the marautanga and marautanga-specific language. This is compounded by a lack of time within programmes to give more than a basic grounding in each subject area.

Tool Development

Staff in some programmes have developed tools, such as planning templates, to assist with language support for students. The data suggests that students find it beneficial to have access to tools which attend to the language requirements of teaching and learning tasks and which acknowledge the importance of language in the learning process for children.

Meeting the Needs of the Setting

Professional conversations need to occur between ITE providers and initial teacher educators. Sharing of information in regard to the conceptual frameworks that underpin the programmes, the aims, structure, content, and delivery of the programmes, and the outcomes as a result of each programme needs to take place. The focus needs to be on developing and producing quality teacher educators to meet the needs of students in the many types of Māori-medium and bilingual educational settings.

3. Recommendations

These recommendations are informed by the findings of this study and our understanding of the issues outlined by the participants. The recommendations are formulated for the NZTC in the first instance, but in most cases the recommendation requires the NZTC to work collaboratively, or in a facilitative role, with the Ministry of Education and/or ITE providers of Māori-medium programmes.

The recommendations also identify a range of possibilities for further research into the Māori language needs of teachers and the language demands of a classroom or early childhood setting. Some of these areas for further research may best be undertaken in collaboration with other agencies such as Te Taura Whiri i te Reo Māori, Te Rūnanganui o Ngā Kura Kaupapa Māori, Ngā Kura Motuhake, Te Kōhanga Reo National Trust and Te Tauihu o ngā Wānanga.

Recommendation 1: Facilitate forums for ITE educators to discuss and develop
conceptual frameworks.

Recommendation 2: Undertake a study into the type of language and vocabulary
graduates require to deliver the curriculum/marautanga in
various Māori-medium settings.

Recommendation 3: Develop curriculum specific language resources for students and graduates.

Recommendation 4: Provide professional development opportunities for
teacher educators in: second language acquisition, curriculum-marautanga Māori, Māori language and other key areas.

Recommendation 5: Facilitate forums for ITE educators to share experiences,
and learn about new developments in curriculum development and second language acquisition.

Recommendation 6: In consultation with teacher educators, develop or identify Māori language proficiency tools for use by ITE programmes.

Recommendation 7: In consultation with teacher educators and practising teachers, develop a set of indicators for the required Māori
language proficiency of ITE graduates in various Māori-medium settings.

Recommendation 8: Further investigate:

References

Education Review Office, (2008) A Framework for Review and Evaluation in Te Aho Matua Kura Kaupapa Māori, cited at www.ero.govt.nz/ero/publishing.nsf/Content/tam-framework-feb08#Te%20Aho%20Matua%20Kura%20Kaupapa%20M%C3%A4ori

Health Research Council of New Zealand, (2008). Guidelines for Researchers on Health Research Involving Māori, cited at www.hrc.govt.nz/assets/pdfs/publications/MHGuidelines%202008%20FINAL.pdf

Kane, R. (2005). Initial Teacher Education: Final Report. Wellington: Ministry of Education.

Ministry of Education, (1996) Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, Early Childhood Curriculum. Wellington: Learning Media.

Ministry of Education (2008). Is There a Place For You in Early Childhood Teaching? Teacher Education Qualifications 2008. Cited at www.teachnz.govt.nz/thinking-of-becoming-a-teacher/early-childhood/where-to-study.

Ministry of Education (2008). Is There a Place For You in Primary Teaching? Teacher Education Qualifications 2008. Cited at www.teachnz.govt.nz/thinking-of-becoming-a-teacher/primary/where-to-study.

Ministry of Education (2008). Is There a Place For You Secondary Teaching? Teacher Education Qualifications 2008. Cited at www.teachnz.govt.nz/thinking-of-becoming-a-teacher/secondary/where-to-study.

Ministry of Health (2008). Te Kete Hauora, The Māori Health Directorate. www.maorihealth.govt.nz/moh.nsf/0/1C22C439DDC5F5CACC2571BD00682750

Pipi, K., Cram, F., Hawke, R., Hawke, S., Huriwai, T.M., Mataki, T., et.al. (December 2004). A Research Ethic for Studying Māori and Iwi Provider Success. Social Policy Journal of New Zealand, (Issue 23), 141-153.

Rautaki Ltd and Ngā Pae o te Māramatanga, Kaupapa Māori Frameworks. Rautaki Ltd and Ngā Pae o te Māramatanga. www.rangahau.co.nz/ethics/166/

Smith, L.T. (1999) Decolonising Methodologies: Research and Indigenous Peoples. New York: Zed Books, and Dunedin: Otago University Press,.

Smith, L.T. and Cram, F. (2001) Māori Ethical Frameworks. Cited at www.rangahau.co.nz/ethics/166/

Appendix A: Graduating Teacher Standards ⁶

E whakatūturu ana ngā paerewa nei i te rite tahi o te mana me ngā motika

a te Māori me te Pākehā i raro i te Tiriti o Waitangi.

Ko te pouako paetahi e tomo ana ki ngā mahi whakaako, ka mārama pū ki te wāhi nui ki a ia e tutuki pai ai i ngā ākonga katoa tēnei mea te ako.

Mōhiotanga Ngaio

Paerewa 1: E mōhio ana te Pouako Paetahi he aha hei whakaako māna

Paerewa 2: E mōhio ana te Pouako Paetahi ki te āhua o ngā ākonga me ā rātau huarahi ako

Paerewa 3: E mōhio ana te Pouako Paetahi ki te wāhi ki te horopaki hei kawe i te whakaako me te ako

Mahi Ngaio

Paerewa 4: Whakamahi ai te Pouako Paetahi i te mōhiotanga ngaio ki te āta whakarite i te akomanga hei taiao haumaru, kia tino pai anō hoki te whakaako me te ako

Paerewa 5: Whakamahi ai te Pouako Paetahi i ngā taunakitanga hei hāpai i te ako

Uara Ngaio, Hononga Ngaio

Paerewa 6: Whakawhanaunga ai te Pouako Paetahi ki ngā ākonga me ngā tāngata o roto i ngā rōpū ako

Paerewa 7: E ngākaunui ana, e pūmau ana te Pouako Paetahi ki te mahi whakaako

Professional Knowledge

Standard One: Graduating Teachers know what to teach

Standard Two: Graduating Teachers know about learners and how they learn

Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning

Professional Practice

Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment

Standard Five: Graduating Teachers use evidence to promote learning

Professional Values & Relationships

Standard Six: Graduating Teachers develop positive relationships with learners and the members of learning communities

Standard Seven: Graduating Teachers are committed members of the profession

Appendix B: Letter from NZTC to Providers

Director's Office

 (04) 470 9061

 (04) 472 0241

Email: peter.lind@teacherscouncil.govt.nz

22 February 2008

Tēnā koe [Name]

Nei rā ngā mihi ki a koe, otirā ki a koutou e hāpai nei i te kaupapa whakangungu kaiako.

RE: RESEARCH PROJECT INTO TE REO MĀORI PROFICIENCY IN MĀORI-MEDIUM TEACHER EDUCATION PROGRAMMES

As you will know, the Teachers Council and the Ministry of Education published a research report in 2005 titled Initial Teacher Education: Policy and Practice which came to be known as "the Kane Report." In this report Ruth Kane and her team identified a significant gap in knowledge regarding aspects of te reo Māori proficiency in Māori-medium teacher education programmes. This was noted by the Council's Māori Medium Advisory Group who recommended to the Council that a significant research project be undertaken to explore this issue. The recommendation was supported by a number of other stakeholders in the Māori-medium sector.

This proposal was adopted by the Council in 2007 and a Kaupapa Māori Scoping Group was brought together to plan a process by which the Council could most effectively research the area. Their recommendation to the Council was that a two-phase kaupapa Māori research project be developed – an initial scoping phase which would collect data on current practice, standards and implementation in the sector, followed by a larger second phase which would explore issues in more depth, such as quality of graduate outcomes, expected levels of te reo Māori proficiency and culturally appropriate pedagogy.

A Request for Proposals for Phase One was released by the Council in November 2007 and in February 2008 the contract was awarded to Haemata Ltd.

The purpose of this letter is to background the research proposal and to introduce the Haemata research team to you. The Phase One project will identify a number of key themes in relation to the current provision of Māori-medium teacher education programmes based on a series of interviews with staff of those programmes. The Haemata team will approach you soon and ask your permission to invite staff teaching in your Māori-medium teacher education programmes to be interviewed. Full ethical procedures will apply to these interviews and your staff will be provided with information about the research, the ethics implementation and feedback provisions before the interviews commence.

The Haemata team are;

The research team will contact you in the near future to discuss with you the work they wish to do within your teacher education provider. Your participation in this project is invaluable and will assist with directing future initiatives to support the provision of Māori-medium teacher education.

If you have any queries, please do not hesitate to contact me using the contact details above.

Noho ora mai,

Dr Peter Lind

Director

Appendix C: Information Pack Documents

20 March 2008

Tēnā koe me ngā āhuatanga o te wā, ō tātou mate noho mai i roto i te ao wairua.

Heoi, waiho ake rātou ki a rātou. Tēnei te mihi ki a tātou i runga i ngā mahi kaupapa mātauranga Māori me ngā mahi rangahau e kawea nei e mātou o Haemata me ngā whare wānanga e whakahaerehia ana i ngā kaupapa whakangungu pouako hou mō ngā akomanga reo Māori.

Please find enclosed two information packs for Te Reo Māori Proficiency Research Project being undertaken by Haemata Ltd on behalf of the New Zealand Teachers Council.

We invite you as Programme Director to participate in this research project and we ask you to nominate another staff member to participate who:

• you consider to be a key informant about the programme;
• holds a senior position in the programme;
• teaches papers with a Māori language focus.

We will contact you within the next two weeks to answer any questions you may have and to arrange an interview time. Thank you for considering our request to participate.

Nā māua noa, nā

Sheridan McKinley

Nicola Bright

Haemata Ltd

1. I have read the Information Sheet for this study and have had details of the study explained to me.

2. My questions about the study have been answered to my satisfaction, and I understand that I may ask further questions at any time.

3. I also understand that I am free to withdraw from the study at any time, or to decline to answer any particular questions in the study.

4. I agree to provide information to the researchers under the conditions of confidentiality set out on the information sheet.

5. I wish to participate in this study under the conditions set out in the Information Sheet.

6. I agree/do not agree that the interview will be audio taped.

7. I do not consent to the information collected for the purposes of this research study being used for any other research purposes.

________________________________________

Participant's Name: _____________________________________

Participant's Signature: _____________________________________

Date: / /

Contact details: _____________________________________

_____________________________________

Researcher's Name: _____________________________________

Researcher's Signature: _____________________________________

Tēnā koe

Sheridan McKinley (Ngāti Kahungunu, Ngāi Tahu) and Nicola Bright (Tūhoe, Ngāti Awa), are part of the Haemata Ltd research team. Haemata Ltd has been contracted by the New Zealand Teachers Council to conduct research on Māori language proficiency of teacher education students in Māori-medium and bilingual teacher education programmes in Aotearoa/New Zealand.

There are two phases to this research:

This participant information sheet and consent form relates to Phase One only of the research project.

Phase One of the project involves conducting a series of interviews with key staff of Māori-medium Initial Teacher Education programmes. We expect the analysis of the data to identify a number of key themes in relation to the current provision of Initial Teacher Education. The information will be used in a report to be submitted to the New Zealand Teachers Council to inform Phase Two of the research project.

In your position as either the Programme Director or key staff member of the Māori-medium or bilingual teacher education programme you have been identified as a prospective interview candidate and we would welcome your participation in this research.

Sheridan or Nicola will arrange to interview you kanohi ki te kanohi (face-to-face) or by telephone or skype. If you choose to take part, you will be asked some questions which will take between 1 to 1 1/2 hours of your time. You will be asked to comment on the provision of Māori-medium teacher education and its impact on the Māori language proficiency of students in your programme.

You have the right to choose to answer or to pass on any question and you may choose to withdraw from the interview at any time. You may also withdraw your information from the research project at any time up until the completion date.

With your written consent, your interview will be audio-taped. The audiotape will be stored securely at our office in Wellington. Only the researchers will have access to your interview. The reporting of the results of the research will not include any data that could identify you personally.

We thank you for your time and look forward to hearing your views. If you have any further questions regarding this research project or any concerns, please feel free to contact Sheridan McKinley (04) 232 4616 or Nicola Bright (021) 569928 or (04) 4742340 during working hours.

For any queries regarding the role of the New Zealand Teachers Council, or ethical concerns please contact:

Brian Ruawai-Hamilton

Policy Advisor: Māori Education, Policy and Strategic Development

New Zealand Teachers Council / Te Pouherenga Kaiako o Aotearoa

Phone: 470 9098

Fax: 472 0241

Email: brian.ruawai-hamilton@teacherscouncil.govt.nz

Te Rōpū Whakamana Reo

The New Zealand Teachers Council / Te Pouherenga Kaiako o Aotearoa

Phone: 470 9098

Fax: 472 0241

For any queries regarding the researchers assigned to this project, please contact:

The Director of Haemata Ltd is:

Hineihaea Murphy

Tel/Fax: 04 233 2055

Email: hineihaea@haemata.co.nz

The research brief provided by the New Zealand Teachers Council is to describe the current processes by which graduates in Māori-medium Initial Teacher Education programmes develop the required reo Māori proficiency to teach in kura kaupapa, kōhanga reo, wharekura and other Māori-medium settings. This document sets out the ethical processes that will be followed in the development and undertaking of the project.

Ethical research considerations

Haemata will work with Te Rōpū Whakamana Reo Māori, the Medium Advisory Group and the Professional Leadership Sub-committee of the New Zealand Teachers Council to ensure that ethical standards are upheld throughout the duration of this research project.

Te Rōpū Whakamana Reo Māori

Te Rōpū Whakamana Reo Advisory Group members include:

Dr Mere Skerrett-White (Kaiwhakahaere), Te Kōhanga Reo National Trust

Mere-Heeni Simcock-Reweti, Te Taura Whiri i te Reo Māori

Debi Marshall-Lobb, Te Kura Kaupapa Māori o Manawatū

Garrick Cooper, NZCER

Margaret Franken (Council Rep), University of Waikato

Kaa Williams, Te Wānanga Takiura o ngā Kura Kaupapa Māori o Aotearoa

Lynne Harata Te Aika, University of Canterbury

Maraea Hunia

Peter Lind (Director), New Zealand Teachers Council

Ken Wilson, New Zealand Teachers Council

Brian Ruawai-Hamilton, New Zealand Teachers Council

Erin Pilcher (Administrative Support), New Zealand Teachers Council

Research Approach

Haemata Ltd has used a kaupapa Māori based approach to develop the methodology for this project and to guide the conduct of its researchers throughout its implementation.

Part One: Kaupapa Māori Research Approach

A small number of Māori ethical frameworks have been developed as a guide to research. All of them share some common key Māori concepts, and these will guide us in our research practices and ethical processes. These key concepts are important when entering into a respectful research process.

Linda Smith (1999:120) lists seven Kaupapa Māori practices that guide Māori researchers:

The kaupapa Māori approach employed by Haemata is guided by these practices that reflect a Māori "code of conduct" This means ensuring that:

A further six principles underpin our approach in our work and are equally applicable to research:

Haemata has a responsibility to both the clients and the research participants to ensure integrity, trust, and respect.

The following sections provide a discussion around the development of the criteria for participation and the research methodology.

Part Two: Criteria for participation

Teacher education provider selection process

Teacher education programmes will be identified from the Teach NZ teacher education provider booklets for early childhood, primary and secondary and must meet the following criteria:

Graduate and Postgraduate Diplomas are not included as these are usually only one year in duration aimed at qualified teachers. We are interested in Initial Teacher Education programmes only.

Interviewee selection process

The Programme Director will be selected as a key informant and one initial teacher educator will be selected from each programme. The second informant will be selected based on the following criteria:

We expect that this will include 10 providers and 14 programmes and that we will interview 14 Programme Directors and 14 initial teacher educators.

Initial contact

All education providers that offer a teacher education programme to teach in bilingual, total immersion, Māori-medium or Kura Kaupapa Māori will be identified and approached to participate. Initial contact will be made by correspondence from Peter Lind, Director of New Zealand Teachers Council and will be directed to the Programme Director, Chief Executive Officer, Dean of Education, or Pro Vice Chancellor (Education) at the teacher education provider.

Haemata will then contact the above listed people by phone to determine what research ethics approval is necessary before commencing the project. Once these discussions have taken place, Haemata will send the Programme Directors of the Māori-medium programmes an information pack that will outline clearly the purpose of and rationale for the research project and which will include:

The information pack will be followed by a phone call to the Programme Director to gauge their response and interest in participating, and to respond to any questions they may have regarding the research project.

Cultural safety

We expect that most interviewees will be Māori and Māori speakers and similar rates of male and female. The Haemata researchers are Māori, female, speakers of Māori, and comfortable with Māori practices and protocol. With wide experience in Māori education, as classroom teachers, lecturers in colleges of education and universities, and as students of the Māori language, our researchers bring both cultural and educational understanding to the research. This will ensure understanding and respect for the participants and enable a non-harmful and non-offensive experience.

Informed consent

Participants will be fully informed of the following prior to the interview taking place:

To reiterate the main points here, participation will be optional. Participants will be provided with full information about the above points, the questionnaire, and a consent form which they will be asked to sign prior to the interview taking place.

Confidentiality

(i) Haemata has a process of confidential data management that uses a code
based system that ensures that individuals and institutions cannot be identified except by the holder of the code key.

(ii) All information collected will be entered into a database housed on the Haemata server which is a secure facility only accessible by Haemata staff, and protected by firewalls and passwords.

(iii) Completed interview schedules will be held in a locked filing cabinet on Haemata office premises and will be destroyed on completion of the project.

(iv) Tapes will also be held in a locked filing cabinet on Haemata office premises and will be deleted or wiped on completion of the project.

(v) All interviewees will be asked to sign consent forms that will include an explanation of how information will be handled in a confidential manner.

(vi) All Haemata staff handling the data will sign a confidentiality agreement.

Part Three: Research methodology

Structured interviews will be conducted with each of the Programme Directors and initial teacher educators either by phone or face-to-face during work hours, where appropriate and/or convenient. All participants will be initially contacted by letter from the Teachers Council, and then again with an information pack from Haemata which will include full information about the research, the interview questionnaire and consent forms. This will be followed by a phone call to confirm participation, answer any questions and to arrange a time for a phone interview or a face-to-face interview.

There are 10 providers and 13 programmes. At a minimum we recommend interviewing two people from each programme, ideally the programme director and a senior teacher/lecturer. This would provide a sample group of approximately 28. This sample is too small to undertake a quantitative analysis; however it does allow qualitative analysis that will enable us to draw out themes and best practice examples.

The analysis of the data is embedded in a strengths-based approach whereby the intention of the research is to identify strengths of a programme as well as the issues associated with producing Māori language competent graduates. By identifying the strengths and understanding the issues the aim is to help improve the educational outcomes for Māori (te hāpai i a tātou).

Research Ethics Approval

Haemata will ascertain what research ethics approval processes will need to be satisfied in order to secure participation by all ten providers.

The providers (in the first instance this will be the person who received the letter from the Teachers Council, or to whoever they delegate responsibility to) will be contacted by phone and asked about the policy for carrying out research in their institution and who to contact to work through the process of obtaining permission to undertake the research.

Haemata will send information packs about the project including this document to the relevant person at the institution and will provide any further requested information.

If necessary, a formal approach will be made to the University/Wānanga ethics committee on behalf of the New Zealand Teachers Council and Haemata.

In all cases the policy guidelines of the institution will be followed.

Interviews

We recommend that project directors be interviewed in the first instance, and then one of their nominated senior programme lecturers. Note that if budget and time allowed we would also recommend interviewing a recent graduate to see whether students who complete the programmes do so feeling confident and prepared to start their teaching careers. Participants will be offered the opportunity to be interviewed in Māori or English.

Participants will receive an information pack which will outline the purpose of and rationale for the research project and will include a questionnaire, ethics information and consent forms.

Interview Questionnaire

The questions for the interview schedule will be developed and refined around the suggested research questions proposed by Te Rōpū Whakamana Reo Māori/Medium Advisory Group of the New Zealand Teachers Council and the new Graduating Teacher Standards.

Document Review

Course outlines and paper descriptions for each of the papers offered in the Māori-medium programmes will be gathered prior to the interviews. These will be reviewed and analysed and the information gleaned will be cross referenced with the data gathered from the interview material. The cross referencing of information gathered from two sources (interviewees and documents) will ensure greater assurance of accuracy.

Data storage and management

(i) All information collected will be entered into a database housed on the Haemata server which is a secure facility only accessible by Haemata staff, and protected by firewalls and passwords.

(i) Completed interview schedules will be held in a locked filing cabinet on Haemata office premises and will be destroyed on completion of the project.

The management of qualitative data can be particularly challenging. The information often includes comments or transcripts, data that reveals personal impressions and concerns. The raw information can be extensive and as a consequence difficult to sort and classify.

Because we are working with a relatively small sample, we will enter the data into Microsoft Excel spread sheets. Following each interview, comments will be transcribed into the database. This database will allow researchers to examine the questionnaires by individual or by question, and to produce summaries for each question. Coding will allow anonymity of the participants to be maintained.

Haemata will implement quality systems and processes throughout the course of the project to ensure that ethical standards are adhered to in the gathering of information and that the integrity of the collected information is maintained. Consent forms for interviewees will ensure we have their permission to use their information for clearly specified purposes. We will maintain the confidentiality of any information collected and communicate this fact to all people interviewed.

Feedback to/confirmation by participants of accuracy of data gathered

Haemata will confirm the accuracy of the information collected by either:

Option 1: Providing copies of completed summaries of interviews to the interviewees to confirm accuracy.

Option 2: Sending back interview information cross referenced with information gathered from documents and confirms accuracy.

This will be decided once the interviews are complete.

Potential risks

The number of people who work in Māori education in comparison to education in general in Aotearoa/New Zealand is small, and the numbers who work in Māori-medium education is smaller still. Those who work in Māori education therefore tend to know one another.

This poses a risk to being able to ensure the anonymity of the interviewees and the information they provide. The research team is aware of this risk and will try to mitigate the possibility of exposure wherever possible. However the risk is real and participants will need to be informed that there is a small chance that an institution, programme or participant will be unintentionally identifiable. This will be explained to the participants prior to interviews taking place.

Once the information has been compiled and a draft analysis report completed, the report will be circulated amongst the Advisory Group who will assess the risk of institutions and/or individuals being identified in the report. All feedback relating to this potential risk will be carefully considered prior to the final report being completed.

Part Four: Concealment of information

The research does not involve any concealment of information or deception.

Appendix D: Interview Questionnaire

Candidate No. ___________________

Date ____________________________

Part One: Research Questions

Te Wāhanga Tuatahi

Part Two: Interview Questionnaire

Te Wahanga Tuarua: Te Rārangi Pātai

Appendix E: Programme Pre-requisites, Outlines, Outcomes

1 This study concerns Māori-medium initial teacher education programmes only, and does not include in-service programmes for qualified teachers.

2 For the purposes of this report, the term Maori-medium is used to include both Māori-medium and bilingual ITE programmes.

3 Te Aho Matua sets out the founding principles and philosophy for kura Kaupapa Māori (ERO, 2008). Te Whare Tapawhā is a Māori holistic health model consisting of four cornerstones (or sides): whānau (family health), tinana (physical health), hinengaro (mental health) and wairua (spiritual health). (Te Kete Hauora, 23 June 2008). Ngā Kaupapa Here are the guiding policies/principles of one of the participating institutions.

4 Whare wānanga are both contemporary Māori-based universities and traditional schools of esoteric learning

5 Te Aho Matua sets out the founding principles and philosophy for kura Kaupapa Māori (ERO, 2008). Te Whare Tapawhā is a Māori holistic health model consisting of four cornerstones (or sides). Kauae runga, kauae raro acknowledges both general and esoteric knowledge.

6 At the time this research project was undertaken, these Graduating Teacher Standards were not gazetted and therefore not mandatory requirements for Initial Teacher Education Providers.

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