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Problematising the Concept of Graduate Teacher Readiness in Aotearoa New Zealand  \n New Zealand Journal of Teachers’ Work, Volume 19, Issue 2, 119-136, 2022  \nCLAIRE COLEMAN  \nUniversity of Waikato  \nABSTRACT  \nThis article interrogates the concept of teacher ‘readiness’ within Initial Teacher Education (ITE) in Aotearoa New Zealand. It reviews the influences of this concept, and interrogates the definition of readiness as currently understood and enacted within education in Aotearoa New Zealand. It highlights the opportunity to invoke concepts of readiness drawn from Kaupapa Māori Theory to provide a coherent, local concept of readiness that may resist the legacy of Western ideological domination in ITE. This article emanated from my own disquiet working in ITE, and a reconsideration of my relationship to Te Tiriti o Waitangi both as an individual and as representative of my institution. As a tuhiwai (nonMāori), I recognise my privileged position to ask these questions, my responsibility as tangata tiriti and the potential risk of acting as Western translator to Māori concepts (Mika & Stewart, 2017).  \nINTRODUCTION  \nIn 2017 , the New Zealand Education Council developed a new governance policy for teachers, entitled Our Code, Our Standards (New Zealand Teacher Education Council, 2017) . This policy attempts to honour the intentions of Te Tiriti o Waitangi, to create ongoing, peaceful power-sharing relationships between first peoples and all others in Aotearoa New Zealand. As a result of the new standards all ITE programmes in Aotearoa New Zealand were redeveloped and required to gain new accreditation. This had numerous implications for ITE, including a shift to focusing upon the exit assessments of graduates and a new emphasis upon‘readiness’(Ell, 2021) .  \nI am tuhiwai (non-indigenous), and manuhiri (guest) and carry this positionality within my research and practice. I conceptualise Te Tiriti o Waitangi according to the intention that Māori and all others live together in ways that recognise Māori as tangata whenua and are respectful and caring of each other (Healy & Huygens, 2015) . I realise that all translations of Māori concepts are inadequate, and any translations provided act as indicators rather than equivalents of meaning (Mika & Stewart, 2017) . As a critical arts educator within  \nITE, I value multiple ways of knowing about the world and raise questions about my own practices and the ideologies that influence them.  \nIn this article the concept of readiness in Aotearoa New Zealand’s ITE is problematised through an exploration of the origins of ITE definitions of readiness and a bricolage of recent research on preservice teacher readiness. It hopes to provoke new thinking on how readiness might be conceptualised in the local ITE context to embrace and enact Te Tiriti O Waitangi and contribute to developing a locally informed education system that may resist global neoliberal discourses (Ell, 2021) .  \nBACKGROUND  \nOver the last twenty years there have been significant changes to teacher preparation programmes in Aotearoa New Zealand yet longstanding tensions over the aims, content, provision, and governance of ITE continue to impact our current practice (Alcorn, 2014) . The debate between the concept of teaching asan academic or vocational pursuit and impact of global trends are evident within the landscape of ITE in Aotearoa New Zealand (OECD, 2005) . In the last 10 years the global discourse has insisted on the impact of teacher quality on educational achievement and shifted the emphasis of ITE from teacher preparedness to teacher readiness (Alexander, 2018) . This complements the concept of teaching as a reflective intellectual activity and the relocation of teacher education in Aotearoa New Zealand into universities (Alcorn, 2014) .  \nGoverned by the Teaching Council of New Zealand, the majority of ITE available in Aotearoa New Zealand consists of some combination of academic papers and in-servic","cbCaioJLQTxrKtCQ","https://ap.wps.com/l/cbCaioJLQTxrKtCQ","pdf",303087,18,"English","# Introduction\n# Background\n## Teaching Standards\n# Problematising Teacher Readiness","[{\"question\":\"What does the article challenge about “teacher readiness” in Aotearoa New Zealand ITE?\",\"answer\":\"It questions how readiness is currently defined and enacted in ITE, and interrogates the influences and origins behind readiness-focused expectations.\"},{\"question\":\"How does the article use Kaupapa Māori Theory in relation to readiness?\",\"answer\":\"It highlights the opportunity to draw on Kaupapa Māori Theory to construct a coherent, local concept of readiness for ITE.\"},{\"question\":\"Why does the author frame the work through Te Tiriti o Waitangi and personal positionality?\",\"answer\":\"The author connects the inquiry to both individual and institutional responsibility to Te Tiriti o Waitangi, acknowledging limitations in translating Māori concepts and the potential risk of acting as a Western translator.\"}]","Ready or Not? Problematising the Concept of Graduate Teacher Readiness in Aotearoa New Zealand - 19 - Issue 2 | PDF",1792064838,45]