A postcolonial analysis suggests the need for a new theory of education that supports a model of genuinely bicultural education in New Zealand. Ways in which mainstream education might be enhanced by Maori pedagogies are explored through interviews with a preservice primary school teacher of Maori descent. In the area of rules of practice, Maori views of good teaching, such as the belief that people come before paperwork and that the child's ahua (aura or presence) should be nourished, may involve encouraging rules of practice less familiar to mainstream educators, resisting rules of mainstream education, and looking holistically at the implications of poor rules of practice. Concerning practical principles, Maori pedagogy holds that a safe learning environment is fundamental to good teaching, and that in the discussion of a single principle, one should hear all principles. Maori images of good teaching include the use of culturally relevant values to ensure consistency in delivery and content; the belief that good teaching will confirm links across generations and learning contexts; and most significantly, the importance of the medium of teaching. This research indicates that a significant shift is needed in how good teaching is perceived in order to create a bicultural model of quality teaching and close the performance gap between Maori and non-Maori students. Contains 15 references. (TD)