E Ho`oulu `Ia Nā Kumu Mauli Ola Hawai`i Preparing Hawaiian Cultural Identity Teachers

Abstract

Teachers who are fluent in the Hawaiian language and culture as well as in appropriate culturebased pedagogy are essential to the success of Hawaiian language medium/immersion education. This study explores the distinct practices of a preservice teacher education program in preparing kumu mauli ola Hawaiʻi (Hawaiian cultural identity teachers) for initial preschool-secondary teacher certification. As a practitioner inquiry, this study focuses on deepening understandings of current practices. Developed as multi-methods study, Hawaiian cultural values and practices congruent with this distinct Hawaiian educational community are applied throughout its methodology. In recognition of the expertise of program stakeholders, the experiences and perspectives of 23 program instructors, mentor teachers, and graduates were collected through anamanaʻo (survey), hui kūkākūkā (focus groups), and nīnauele (interviews). The findings examine the efficacy of preservice programming in cultivating essential cultural and professional proficiencies of mauli ola Hawaiʻi teachers and inform the ongoing development of this distinctive area of teacher preparation. Insights gained from this study affirm and promote high impact practices supportive of the cultural growth and professional learning of student teachers.