Abstract
Teacher quality and the preparation of quality teachers have been at the center of debates and discussions related to improving educational outcomes among diverse student populations across the world. In New Zealand, the education system emphasizes high-quality, bicultural practice among teachers through regulations and curriculum that call for adequate teacher preparation on bicultural pedagogical practice. This article sheds light on the gap between the policy goals and the reality of primarily monolingual and monocultural paradigms within the school system; it also brings forth the need to promote culturally inclusive understanding, knowledge, and skills among preservice teachers. The issues discussed in this article address concerns about education structures and processes that deny equity of educational opportunities to linguistically and culturally marginal student populations.
Published Version
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