A Kaiako Perspective of Inquiry-based Learning in a Wānanga Setting
| aut.embargo | No | en_NZ |
| aut.thirdpc.contains | No | en_NZ |
| dc.contributor.advisor | Youngs, Howard | |
| dc.contributor.author | Vesetolu, Francis Desmond | |
| dc.date.accessioned | 2020-06-23T23:56:59Z | |
| dc.date.available | 2020-06-23T23:56:59Z | |
| dc.date.copyright | 2020 | |
| dc.date.issued | 2020 | |
| dc.date.updated | 2020-06-23T21:35:35Z | |
| dc.description.abstract | Wānanga are self-determined places of learning and discovery. They are an indigenous educational provider trying to establish their own identity and to be consequential to Māori education and for all people of Aotearoa New Zealand. Kaiako are the driving force of the Wānanga. They are passionate, caring, work tirelessly, and they are at the front line paddling the waka. This thesis explores an indigenous educational landscape and how tutors (Kaiako) practice education within a Wānanga. It is a qualitative study about Kaiako and their perspectives on Inquiry-Based Learning in an environment that is dominated by prescribed assessment-based unit standards. The results of this study placed great significance on the lack of understanding of pedagogy and learning approaches. What emerged from this study was Kaiako thought Inquiry-Based Learning would be a great approach to learning for their tauira demographic. Kaiako acknowledge the system they use is useful in identifying tauira who fall below achievement. The focus of this study was to investigate whether Kaiako use IBL as an approach to help improve tauira performance in their current practice. During the survey, Kaiako showed interest around applying an IBL approach to their practice. However, they claimed they would require more training and knowledge on how they can use it. Kaiako had described key points they like about IBL. They explained how IBL is learner-centred, where the focus is around tauira learning. They thought that delivering subject matter which is relevant to student interests would help motivate and drive students to explore further around their knowledge. However, with the demands, National Certificate of Educational Achievement (NCEA) Kaiako provide twice the amount of achievement credits than trained teachers in secondary school. Kaiako are finding it very challenging to find time to reflect and develop their teaching practice with the upkeep of their current delivery process. Wānanga are very diligent, providing Kaiako the training to deliver, assess, and moderate unit standards. This study revealed this type of professional development does not make Kaiako better teachers and tauira are still failing to achieve. This thesis provides evidence that Kaiako need significant personal training and development in IBL to become better teachers. They are the driving force for the Wānanga and their vision for whanau transformation through education | en_NZ |
| dc.identifier.uri | https://hdl.handle.net/10292/13435 | |
| dc.language.iso | en | en_NZ |
| dc.publisher | Auckland University of Technology | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | Kaiako | en_NZ |
| dc.subject | Perspective | en_NZ |
| dc.subject | Inquiry-based Learning | en_NZ |
| dc.subject | Wananga | en_NZ |
| dc.title | A Kaiako Perspective of Inquiry-based Learning in a Wānanga Setting | en_NZ |
| dc.type | Thesis | en_NZ |
| thesis.degree.grantor | Auckland University of Technology | |
| thesis.degree.level | Masters Theses | |
| thesis.degree.name | Master of Educational Leadership | en_NZ |