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- W4310541389 abstract "What happens in teacher education when the sibling program of a long established and more institutionalized Initial Teacher Education (ITE) program has an opportunity to lead, challenge, and influence the processes of qualification redesign and development? What about when that sibling has emerged from indigenous worldviews and aspirations and begins to challenge its larger, more established sibling’s origins, firmly entrenched in a Western paradigm, higher education thinking, and practice? Can the balance of power and perspectives in an ITE program change? Can the institution change? And even, why should they, and how? Such are the questions addressed in this chapter written from the perspectives of teacher education colleagues who have recently collaborated over a program re-design project in Aotearoa, New Zealand, involving two programs of primary education sector ITE: a bicultural and a so-called mainstream program. Initiated by the promulgation of a new professional code and set of standards for teaching in Aotearoa, New Zealand, our collaborative autoethnographic account of teacher education development and change serves to illustrate how by listening to, learning from, and supporting an indigenous model of teacher education to flourish, the prospect of a more nuanced, locally relevant, and contemporary practice of teacher education serving a mainstream program approach, can promise change for all.KeywordsAotearoa, New ZealandIndigenous teacher educationBicultural teacher educationPrimary teacher education" @default.
- W4310541389 created "2022-12-11" @default.
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- W4310541389 date "2022-12-03" @default.
- W4310541389 modified "2023-10-05" @default.
- W4310541389 title "He ara e rua he whāinga kotahi: Walking Dual Pathways Toward Shared Goals in Initial Primary Sector Teacher Education" @default.
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- W4310541389 doi "https://doi.org/10.1007/978-981-16-2327-1_85-1" @default.
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