supporting tiriti-based curriculum delivery in mainstream early ...

6.4.1 Team or Whole-of-centre Approach
In each of the three case studies the teachers worked together as a team to
implement Tiriti-based curriculum. Unlike primary, secondary and tertiary
education classrooms which generally take place with a single teacher, early
childhood teachers work together in teams. Thus they are seldom, if ever, on their
own with the children. In each case study there was recognition of the support and
benefits of working as a team. Indeed, what came through was that it was the team
effort that enabled action to occur. Similarly, in their research Ritchie and Rau
(2006b) reported that “co-researchers felt the implementation of Tiriti-based
programmes was more effective when the teaching team held a shared philosophy
and commitment” (p. 20). Being part of committed team was important to
successful implementation of Tiriti-based curriculum:
But as long as I‟m committed to it and we‟re committed to it as a team
(Tr: B, 22/10/08).
I‟m not very good at Māori but then I hear other team members doing the
same thing and I think we‟re all the same. Let‟s try and then we become
a team (FG D 15/12/08).
Teamwork is a central aspect of early childhood education practice. It is
the way in which teachers work towards collectively planning and supporting each
other. In this way, as well as learning from each other, they become able to
determine the skills of their colleagues and thereby they achieve greater confidence
in what they are doing. Part of being in a team, therefore, involves was developing
understandings and shared ideas about Tiriti-based pedagogy, and the opportunity
to learn from each other:
It seems that I need to really think about the principles in Te Whāriki and
what they mean to me and Brodie and I as a team and then specifically
what more we need to know and do (Jl: A, 6/6/04).
One person can make a difference but, like, our team members make an
effort to maintain bicultural advantage for the children and sometimes I
learnt a lot from them (Tr: CH, 24/10/08).
Whilst Chris H writes in general terms about learning from other team
members, Peggy was more specific when she explained in her journal how the
team approach enabled everyone to make progress:
We can promote te reo Māori by working as a team such as correcting
each other‟s pronunciation, supporting each other physically (to be
there) communicating to each other when we need help (Jl P, 28/10/08).
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