Abstract:
This study proposes a Mӓori framework in which to view Mӓori secondary teachers' experiences in relation to teacher education. I argue that an akonga Mӓori framework based on a kaupapa Mӓori theory provides an indigenous perspective on Mӓori teachers' roles which in turn, may allow education providers to better engage with Mӓori student-teachers in preparing them for their work in secondary schools.