FULL REFERENCE: Keepa C., and Vaughan, C. (2026). He Aka Matua: Navigating the Shifting Tides of Associate Teacher Mentoring and Leadership in Early Childhood Practicum. NZ-International Research in Early Childhood Education Journal, 28(1), 87-93.
ABSTRACT: This paper examines the critical yet under-researched role of Associate Teachers (ATs) as mentors and leaders in early childhood practicum. It explores how ATs conceptualise their professional identities, particularly through a Kaupapa Māori lens. Reflecting on how anecdotal differences in student experiences prompted the development of the “He Aka Matua” project at Toi Ohomai Institute of Technology, the authors detail a mixed-methods study grounded in relationality and reciprocity. The article argues for recognising ATs as leaders of learning, seeking to strengthen ITE partnerships and support culturally responsive mentoring for emerging teachers.
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KEY WORDS: Associate teacher, mentoring, professionalism, student teacher, initial teacher education, leadership, Kaupapa Māori lens.
INTRODUCTION
Practicum experiences are widely recognised as a critical component of Initial Teacher Education (ITE), providing student teachers with opportunities to integrate theoretical learning with professional practice. According to the Teaching Council of Aotearoa New Zealand (2019), an Associate Teacher (AT) is a teacher in an educational setting who “supervises” (p. 5) a student teacher on professional experience placement (practicum). AT’s in Aotearoa New Zealand are qualified early childhood teachers employed within early childhood education (ECE) centres and play a pivotal role in shaping these experiences as qualified teachers who mentor and guide student teachers. ATs act as both role models and leaders of pedagogical practice within early childhood settings. Their mentoring contributes significantly to the professional identity, confidence, and capability of emerging teachers.
