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

However, for Case Study One teachers, professional development was a
problematic issue. Four out of six teachers were bringing back and sharing Tiriti-
based knowledge gleaned from their studies and they felt that was enough. Those
teachers argued that they did not need any more professional development because
they had already participated extensively. Although teachers recognised that
professional development increases knowledge and skills, finding time for this
extra commitment was difficult. However, professional development is no longer
such a viable option for many early childhood teachers. A recent change of
emphasis in the National government spending has led to “withdrawal of
government funding from professional development [which] means that EC
services now need to fund their own ongoing professional learning and look to the
private sector to purchase it” (Dalli, 2010, p. 69).
6.4.8 Time
For approximately a year, teachers from both Case Study One and Case
Study Two devoted most of their planning sessions to Tiriti-based curriculum.
This was not usual, as Chris H from Case Study Three explained:
Maintaining a bicultural learning environment is a challenging task in
my area, particularly as there are many priority tasks need to be done
e.g. Xmas programme, children, care giving, ERO visit – yet we still
strive to offer a bicultural/multicultural learning environment (Jl: C,
12/08).
Unfortunately, planning for Tiriti-based curriculum is only one of a
myriad of items discussed at staff meetings as early childhood teachers have few
opportunities to discuss their teaching – an hour‟s staff meeting to evaluate
previous programmes, and to discuss current programme ideas, the children and
administrative issues. They learn as they go by observing other teachers and
talking with the team in odd moments (Nuttall, 2003a).
Because many other tasks took up time at staff meetings, participating in
the research meant Case Study One and Case Study Two teachers spent extra
meeting time focusing on Tiriti-based curriculum. Every month up to 2 hours was
spent discussing Tiriti-based curriculum, evaluating what had occurred and
planning future action. Reflections were shared verbally at the meetings. They
also constructed journal entries between meetings. As D said, the research:
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