Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand

M. Berryman, J. Wearmouth
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引用次数: 2

Abstract

The paper discusses the development and conventions for use of a classroom observation tool designed to support secondary school teachers in Aotearoa New Zealand to develop respectful learning relationships and culturally responsive pedagogy in their classrooms. This tool was created within a programme of teacher professional development to support the improvement of indigenous Māori students’ achievement and engagement in learning. The Ministry of Education recognised the need for an extensive change in practices across the entire education sector that required a shift in thinking and behaviour. The observation tool was therefore designed to support formative assessment, focused on change, through deliberate and democratic professionalism. Initial data, whilst not conclusive, suggest this tool has the potential to support more effective cultural relationships and responsive pedagogy in classrooms thus improving learning and engagement among Māori students through increased self-efficacy, pride and a sense of themselves as culturally located.
开发一种观察工具,旨在增加文化关系和响应式教学法,以提高新西兰奥特罗阿中学课堂MĀOri学生的成绩
本文讨论了课堂观察工具的开发和使用惯例,该工具旨在支持新西兰奥特罗阿的中学教师在课堂上建立尊重的学习关系和文化响应教学法。该工具是在教师专业发展方案内创建的,目的是支持提高土著Māori学生的成绩和学习参与度。教育部认识到需要在整个教育部门的实践中进行广泛的变革,这需要思维和行为的转变。因此,观察工具的目的是通过深思熟虑和民主的专业精神,支持注重变革的形成性评价。初步数据虽然不是决定性的,但表明该工具有可能支持更有效的文化关系和课堂上的响应式教学法,从而通过提高自我效能、自豪感和自我文化定位感来改善Māori学生的学习和参与。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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