This paper reports on a Te Ao MaÌ„ori based teacher education programme and how it used action research as a guide. This paper specifically reports on the first cohort that has progressed though this three-year programme. The results of this study indicate that those student teachers who participated in this realistic style of teacher education were able to gain a sense of self-efficacy, self- determination and self-as-teacher. The implications of this study impact on how initial teacher education programmes in New Zealand are structured and delivered.Â
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