Mentoring Pasifika early childhood student teachers: Lessons learned

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dc.contributor.advisor Leaupepe, MT en Ravlich, Elizabeth en 2016-10-18T22:32:13Z en 2016 en
dc.identifier.uri en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This thesis is a small scale qualitative research that explores the views, experiences and narratives of Pasifika early childhood student teachers, concerning qualities and attributes of an effective mentor. The intention of the study is to increase the awareness and knowledge base when working effectively with Pasifika students within tertiary institutions. In addition, the study is interested in the impact this has towards academic success and outcomes for Pasifika students. Mentoring is multifaceted and demanding, yet at the same time, gratifying and fulfilling. This comes with an understanding that the success of Pasifika student teachers within their respective programmes, is to some extent, ascribed to the effectiveness of the mentor and mentoring initiatives. Mentoring is also employed as a strategy for the participation and retention of Pasifika students in academia. This research is a first of its kind with reference to a specific programme and its students at the Faculty of Education and Social Work, The University of Auckland. Mentoring according to Chu (2014) is described as “a process of relationship development” (p. 222) and is important to the success of Pasifika students within teacher education. The conceptual framework underpinning this research incorporates Pasifika methodologies. The tivaevae model is utilised to describe the processes of the research participant selection, data gathering and analysis. Notions of tuatua and tuatua mai are employed to elucidate how the Focus Group (FG) and Individual Participant (IP) interviews were conducted. These were deemed as culturally appropriate for the research participants in this study. The findings demonstrates the complexities associated with effective mentoring for Pasifika early childhood student teachers in tertiary education, and are related to building trusting relationships and creating a sense of belonging. Of particular interest was the ways in which the research participants expressed aspects of liberation and confidence. Cultural and content knowledge were features highlighted by the research participants as being of great importance that contribute to being an effective mentor. It is anticipated that this study would contribute to the already existing research and literature concerning mentorship and teacher education, with an emphasis towards Pasifika early childhood student teachers. It is envisaged that this study will inform mentoring programmes within teacher education and provide strategies that will support Pasifika students in their academic journeys. It is hoped that what transpires from this study is a platform for emerging ideas to further research within this area. Ongoing robust discussions and actions are required in order to support Pasifika students to experience and maximise their potential within teacher education. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264872499102091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
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dc.rights.uri en
dc.title Mentoring Pasifika early childhood student teachers: Lessons learned en
dc.type Thesis en Education en The University of Auckland en Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 543010 en Education and Social Work en Critical Studies in Education en
pubs.record-created-at-source-date 2016-10-19 en

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