Role

Fleur is a Senior Lecturer teaching in the Bachelor of Teaching (ECE) and Master of Education (ECE) programmes. She supports her tauira to become successful teachers through course work, practicum, and pastoral care. She also supports her colleagues in their research projects or higher study through her research experience.

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Education Background

Fleur has worked in the ECE and Teacher Education sector for over 25 years and holds Bachelor of Education (ECE Teaching) and Master of Education degrees. She has held key roles as strand and course leader focused on Tiriti-based courses, practicum courses, and identity, language and culture courses. Fleur has previously led a Bachelor of Teaching (Early Childhood Education) programme as degree leader.

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Research Background

Fleur is an active researcher and works collaboratively with other academics. Her research spans inclusion, equity, kaiako diversity, the lived experiences of disabled kaiako and student kaiako in ECE workplaces and ITE programmes. More recently Fleur has undertaken research focused on teacher’s understandings and practices of education for sustainability in ECE, and is currently undertaking research investigating Gen-AI in education.

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Teaching Interests

As a lecturer and researcher, Fleur is committed to supporting the well-being and educational outcomes for all tamariki by supporting the professional development of a well-qualified, knowledgeable, and inclusive ECE teacher workforce. Currently Fleur leads and teaches in courses focused on Mātauranga Māori and Inclusive Education.

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Recent Publications

Griffiths, V., Malcolm, J., Hall, E., Hartley, D., Hohaia-Rollinson, F., Purdue, K., Solomon, J., & Williamson-Garner, D. (2025). Supporting disabled teachers right to teach: Implementing “reasonable accommodations” in practice for ECE student kaiako and kaiako with disabilities. EC Folio. Vol 29 (1).

Hohaia-Rollinson, F., Hall, E., & Tate, A., Solomon, J., Griffiths, V., Hartley, D., Malcolm, J., Purdue, K., Williamson-Garner, D. (2025). Becoming a qualified teacher in early childhood education in Aotearoa New Zealand: Challenges for student teachers with disabilities. Asia-Pacific journal of research in early childhood education, 19(2), 77-101.

Maxwell, A., Hohaia-Rollinson, F., & Woolston, D. (2025). Moving beyond the environment towards a multi-pillared approach: Early childhood teachers understanding and practices of education for sustainability in Aotearoa New Zealand. New Zealand International Journal of ECE.

Purdue K., Hohaia-Rollinson F., Solomon J., Williamson-Garner D. (2025). The benefits and challenges of using AI in learning and teaching for early childhood student kaiako and kaiako with learning disabilities. He Kupu, 8(3), 35-44. The benefits and challenges of using AI in learning and teaching for early childhood student kaiako and kaiako with learning disabilities

He kupu

Williams, N. M., & Hohaia-Rollinson, F. (2025). He Ao Tūhono: A Comparative Look at Indigenous Early Learning Rights. New Zealand Journal of Teachers’ Work, 22(2), 220-230. https://doi.org/10.24135/teacherswork.v22i2.692

Williamson-Garner, D., Hartley, D., Griffiths, V., Hall, E., Hohaia-Rollinson, F., Malcolm, J., Purdue, K., & Solomon, J. (2025). “You’re not competent if you’re Autistic”- The Identity dilemmas of teachers with disabilities: How ITE and ECE can support the construction of positive teacher identities. NZ Journal of Educational Studies.