NZTC-008 Webinar

Using Tapasā in ECE

Understanding and weaving the framework in practice

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Associate Teachers: Building the Future of Education.

Sharpen your mentoring skills with our professional learning opportunities for Associate Teachers. Empower your student teachers and make a meaningful impact on their development.

Ready to weave Tapasā into your ECE practice?

🌺 Join us for "Using Tapasā in ECE: understanding and weaving the framework in practice" where we’ll explore how this essential framework can enrich your teaching
and deepen your connection with Pasifika learners and their families.

Presented By

Sina Fowler (NZTC) 

Webinar Duration

Approximately 45 minutes

Skill Level

Suitable for Associate teachers in New Zealand.

What will you learn?

In this engaging webinar, you’ll discover practical strategies for integrating Tapasā
into your daily teaching, fostering cultural competency, and creating an inclusive,
empowering learning environment. Whether you're new to Tapasā or looking to
strengthen your approach, this session will provide you with valuable insights and
tools to make a meaningful impact in your ECE setting.

Let’s work together to celebrate diversity and elevate learning!
🌟 Don’t miss out—register now and bring Tapasā to life in your practice!
Certificate of completion provided
for your professional learning records
About the presenter

Sina Fowler

How do ECE kaiako understand and enact Tapasā Turu 1? 
In this webinar we explore the perspectives of early childhood education kaiako (teachers) on Turu 1 of Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners (Ministry of Education [MoE], 2018) and how they enact it in their teaching practice. 

Tapasā Turu 1 is focused on identities, languages and cultures and strives for kaiako to “demonstrate awareness of the diverse and ethnic-specific identities, languages and cultures of Pacific learners” (MoE, 2018, p. 8). My study employed a talanoa methodological approach with three kaiako, and they shared their narratives related to their cultural identities and how this shaped their enactment of Tapasā Turu 1. Findings were analysed through the lens of Pacific concepts of values, relationships and leadership, comparing Indigenous to Western, mainstream values, relationships and leadership. The kaiako interpreted and enacted Tapasā Turu 1 in diverse ways related to their values and what they identified as gaps in the curriculum within their centres. 

The research identifies several commonalities within the kaiako talanoa and I would like to share the challenges they faced and the strategies they used that strengthened their practice with Pacific learners. 

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