Postgraduate Global Connections Symposium 2016 · Brokering practices among international EAL...

Postgraduate Global Connections Symposium 2016Programme and Abstracts

1POSTGRADUATE GLOBAL CONNECTIONS SYMPOSIUM

Welcome to the Faculty of Education Postgraduate Global Connections Symposium

7 October 2016Te Kura Toi Tangata Faculty of Education The University of WaikatoHamilton, New Zealand

Welcome Tēnā koe, Talofa, Fakaalofa lah atu, Kia orana, Malo e lelei, Halo olgta, Selamat datang, Gude, Ni hao, Jambo, Hamjambo, Konnichi wa, Maligayang pagdating, Dobrodošli, Bonjour, Bonzour, khosh amadid, Guten tag, Marhaba, Hola, Chào mŭng ban, Greetings.

It is with great pleasure to welcome you to our first Postgraduate Global Connections Symposium. We were delighted to have such a positive response from students following our call for abstracts. As a result, we have an exciting and diverse range of presentations that help us to celebrate research from our global community. By exploring emerging themes, theories and research experiences, this symposium aims to showcase the valuable research contributions that our postgraduate students are making to the Faculty of Education and to the international research community.

We thank the presenters for their willingness to present their research, their supervisors for sharing their expertise and skills, and to friends and whānau who play such an important role in supporting this intellectually and emotionally challenging learning journey.

Thank you for joining with us as we celebrate the success of our presenters and their research. We hope you have an enjoyable day.

The International Student Support Committee

• Dr. Sue Dymock

• Hongwei Di

• Donella Cobb

• Sonja Arndt

• Deb Futter-Puati

• Alistair Lamb

• Dr. Richard Hill

• James Porakari

2 TE KURA TOI TANGATA FACULTY OF EDUCATION

ProgrammeFriday 7 October

9:00-9:15 Mihi- Shirley Tuteao

Symposium Opening- Russell Yates – Acting Dean of the Faculty of Education

TIME Presentation Session 1-ARoom 1Meeting Room A&B - TC2.27

Presentation Session 1-BRoom 2Seminar Room - TC1.05

9.10-10.30 Exploring educational policy and practice• Mohamed Salum Msoroka

(Tanzania)• Alea Ann Macam (Philippines)• Godlove Lawrent (Tanzania)• Marc Arissol (Seychelles)

Science education and digital technologies• Chandan Boodhoo (Mauritius)• James Porakari (Solomon Islands)• Anuja Khamkar (India)• Fariba Mostafa (Iran)

10:30-11.00 Morning Tea (Meeting Room A&B)

11.00-11.40 Keynote Speaker- Associate Professor Margaret Franken Meeting Room A&B - TC2.27

TIME Presentation Session 2-ARoom 1Meeting Room A&B - TC2.27

Presentation Session 2-BRoom 2Seminar Room - TC1.05

11.40-1.00 Theorising childhood and educational transitions • Olivera Kamenarac (Serbia)• Halimah Ilavarasi (Singapore)• Dalal Al Hezam (Saudi Arabia)• Rene Novak (Slovenia)

(Re)positioning culture in educational settings• Sherrie Lee (Singapore)• Thy Canh Minh Phan (Vietnam)• Garry Lim (Singapore)• Sela Tapa’atoutai. Teisina (Tonga)

1.05 – 1.15 Conclusion


Presentation Session 1 9-00am-10.30am

9.10-10.30 A: Meeting Room A&B B: Seminar Room TC1.05

Exploring educational policy and practice

Science education and digital technologies

Mohamed Salum MsorokaBarriers to prison education: Lessons from Tanzania

Chandan BoodhooD&T teachers’ AfL practices: Personal challenges and motivating experiences encountered during data collection

Alea Ann MacamFilipino Principals’ Turnaround Leadership

James PorakariIn-service primary teachers’ attitudes and beliefs in science, teaching, learning and confidence to teach primary science in Solomon Islands

Godlove LawrentSecondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of professional efficacy

Anuja KhamkarThe study of Inquiry-Based Learning in Middle School Science Curriculum in India

Marc ArissolInvestigating staff morale in Education

Fariba MostafaTeachers’ perceptions of professional learning through social media in environmental education


Presentation Session 2 11.40am-1.00pm

11.40-1.00 A: Meeting Room A&B B: Seminar Room TC1.05

Theorising childhood and educational transitions

(Re)positioning culture in educational settings

Olivera KamenaracRe-constructing Teachers’ Professional Identities in Early Childhood Policies and Practice in Aotearoa New Zealand

Sherrie LeeBrokering practices among international EAL students at a New Zealand university

Halimah IlavarasiDeconstructing the Anthropocentric View of Childhood

Thy Canh Minh PhanProfessional development for EFL Vietnamese teachers: Limits of collaborative and Inquiry-driven approach

Dalal Al HezamThe impact of digital technology on children’s transition from Kindergarten to primary school in Saudi Arabia

Sela Teisina‘Mo’onia’, A Developing Tongan Attitude Conceptual Framework

Rene NovakEvidencing the effectiveness of a curriculum of Openness with the use of Visual Methodologies


ASSOCIATE PROFESSOR MARGARET

FRANKEN

An Academic Life Histories perspective: Re-

framing postgraduate scholars’ challenges and

achievements

Abstract

Some Pacific, Melanesian, Asian and African

nations entrust the postgraduate education of

their best and brightest to other countries around

the world. New Zealand has been the recipient of

many such students supporting them by means

of scholarships such as those under the auspices

of NZAid. Many studies have documented social

and cultural issues that international students

in general face, but as a particular cohort of

international students, scholars have received

little attention.

This paper focuses in particular on knowledge

challenges and achievements of scholars and

takes an Academic Life Histories perspective,

which considers scholars’ learning beyond the

context of the western host institution. It allows

us to acknowledge what the scholars have come

from and what they know (knowledge capital),

the transition experiences they face while

they are with us, and how they return to their

countries, communities and families, arguably

epistemologically disrupted. Using observations

from a number of studies (Franken, 2012, 2013a,

2013b, 2015; Franken, Langi & Branson, in press),

the paper elaborates on and exemplifies the

phases of the Academic Life Histories model. It

also explores what some of the obligations of

university teachers, supervisors and institutions

hosting scholars might be.

References

Franken, M. (2012). Re-situation challenges for

international students ‘becoming’ researchers.

Higher Education, 64, 845-859. doi: 10.1007/

s10734-012-9532-5

Franken, M. (2013a). Behind the textual:

Considerations of knowledge challenges in

postgraduate students’ planning, researching and

writing of theses. TEXT, 21, 1-12.

Franken, M. (2013b). Significant knowledge

transitions and resituation challenges in becoming

a researcher. International Journal for Researcher

Development, 4(2), 86-101.

Franken, M. (2015). Resituation: A framework for

understanding the complexities of becoming a

researcher in an unfamiliar context (pp. 109-125).

In R. Wilkinson & M-L. Walsh (Eds). Integrating

content and language in Higher Education: From

theory to practice. Selected papers from the 2013

ICLHE Conference. Maastricht, The Netherlands:

Peter Lang.

Franken, M., Langi, N. & Branson, C. (in press).

The reintegration of scholars after study abroad:

The case of Tongan postgraduates. Asia Pacific

Education Review.

Keynote Speaker


MOHAMED SALUM MSOROKABarriers to prison education: Lessons from Tanzania

Abstract

Barriers to prison education are among the findings of my study “An investigation of prison education: Policy, practice and effectiveness”. Scholars such as Steurer and Smith (2003) and Callan and Gardner (2007) provide some insights into the positive impact of prison education on the recidivism rate, which is 47% in Tanzania (IRaWS-T, 2014). However, little is known about the prison education system in Tanzania. The purpose of this presentation is to share with you some barriers to participation in prison education in Tanzania raised during my study. This is a multiple-case study which involved respondents (inmates and Prison Officers) from five Tanzanian prisons and other respondents from outside-prison (e.g. ex-inmates, Institute of Adult Education officers and a retired top-prison Officer). Data related to barriers for prison education were collected through interviews and focus group discussion. Twelve inmates who

did not participate in educational programmes discussed their reasons for not participating. Inductive content analysis was used in the data analysis process. In grouping the barriers, I adapted the “internal” and “external” barriers mode proposed by Falasca (2011). The findings indicate that the majority of eligible non-participant inmates did not participate because of external barriers while a few identified internal barriers. This finding has implications for the correction services in Tanzania.

Key Words: Prison education, lifelong learning, adult education

Bio

Mohamed Msoroka is a doctoral candidate at The University of Waikato, and an academic staff member at The Muslim University of Morogoro (Tanzania). His PhD thesis topic, prison education in Tanzania, is influenced by his academic background, experience and interest in this field. Mohamed has a Bachelor of Education in Adult Education and a Masters of Arts in Education. He comes to doctoral study after years of teaching in Tanzania primary schools and universities.

Presenters


ALEA ANN MACAMFilipino Principals’ Turnaround Leadership

Abstract

In the last decade, the idea of school turnaround has spurred discussion among educational leaders. Turnaround schools are described as schools which have been consistently under performing with a high proportion of students failing in the national achievement test, which after improvements plans were implemented, have achieved substantial gains in student achievement and overall improvement in not more than three years Unfortunately, models and strategies for effective school turnaround are very few.

In the Philippines, the Department of Education reveals annually the low performing schools based on the results of the National Achievement Test. The Government responds to these schools through support in policy implementation and supply of additional materials and facilities. While there were schools that remained low performing, a number of schools were able to achieve turnaround.

In the hope of turning around schools which remained low-performing, this study will look into how the Filipino principals responded to the challenges in low performing public elementary schools and how they achieved school turnaround. Specifically, will explore problems commonly faced by principals in a low performing school, the leadership practices implemented by the principals to address these problems, and the principals’ leadership practices that achieve school turnaround.

Key words: turnaround leadership, school turnaround, leadership practices

Bio

Alea Ann Macam dreams of an educational society wherein leaders prioritise the welfare of children, champion social justice, and create a positive environment that promotes continuous learning for all members of the school community. With experiences of leading people during difficult times, she is motivated to explore educational leadership practices challenged by economic and socio-political pressures.


GODLOVE LAWRENTSecondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of professional efficacy

Abstract

Since the adoption of the Tanzania government secondary education expansion policy, student performance has declined tremendously. This performance trend led me to conclude that teacher professionalism was affected. Therefore, my study investigated the influence of the policy on teacher efficacy. The main study approach employed was mixed method, with a focus on case studies. Questionnaires, face-to-face dialogues and documentary reviews were used for gathering data from teachers and school principals. Findings revealed that there was a mismatch between the objectives stated in the policy and the actual implementation of strategies in terms of school staffing. The general process of increasing teacher numbers and improving the quality of teaching has resulted in eroding professionalism, especially in the case of teacher identity and efficacy beliefs. These results imply that the policy enactment focused more on the

physical construction of schools than enhancing the quality of education delivery. In order to maintain teacher professionalism, I suggest that the government has to fully implement the policy promises with regard to staffing and supporting the schools financially. Potentially, the findings generated from this research project will enable readers of this study to gain useful knowledge and skills to improve practice in schools or other contexts.

Key words: Education policy, teacher identity, teacher self-efficacy

Bio

Godlove Lawrent is undertaking doctoral studies in education at the University of Waikato. He comes to doctoral study after serving as a secondary school teacher and pre-service teacher educator in Tanzania. His research interest focussed on professionalism of teachers, in particular how they construct their identities and efficacy beliefs to influence student learning in diverse school settings.


MARC ARISSOLInvestigating staff morale in Education

Abstract

The process of acculturation has caused the western neoliberalism concept to be mirrored into many of the world’s education systems. This has contributed to the transformation of contemporary schools into a niche market. It is most likely, that this is a major contributing factor to the low morale that many teachers appear to be currently experiencing. This secondary research aims to investigate teacher morale in education. It primarily involves a systematic review of literature dated from 1971 onwards. An analysis of definitions for morale deduced that the meaning of morale revolves around four main dimensions. These dimensions encompassed individuals, groups and a person’s internal and external attributes. In discussing the conceptualisation of the term morale, it was concluded that teacher morale can be seen as a lesser of two evils despite being an imperative aspect in many schools. Factors such as teachers’ working conditions, levels of staff togetherness, students’ discipline, teachers’ financial benefits and school leadership were found to be influential on teachers’ morale. Consequently, these factors

positively or negatively impacted teachers’ general performance, students’ achievements, teachers’ retention and attrition rate. In measuring staff morale, it was discovered that both formal and informal methods including Purdue Teacher Opinionaire (Coughlan & Froemel, 1971) and morale indicator’s checklist, can be applied respectively. Finally, it was determined that increasing teacher involvement in decision making, improving teacher recognition programmes, providing better working conditions, adopting appropriate leadership styles and the use of authentic appreciation approaches were some strategies that educational leaders could use to

Key words: Staff morale, job satisfaction, teacher motivation

Bio

Marc Arissol is a postgraduate student pursuing a Masters in Educational Leadership at The University of Waikato. After making a sacrifice of nearly one year and a half here in New Zealand, his main inspiration to soldier on, has been his 4 year old son Farel, and 1 year old Daughter Anelie, whom he had left behind in the Seychelles. He previously pursued a Bachelor in Secondary Education (Majoring in the social sciences) at the Edith Cowan University in Perth Australia.


CHANDAN BOODHOOD&T Teachers’ AfL Practices: Personal Challenges and Motivating Experiences Encountered during Data Collection

Abstract

There has been little classroom-based research conducted to determine the effectiveness of formative assessment in Mauritius secondary schools. Because assessment is considered to be a “bridge between teaching and learning” (Wiliam, 2013, p. 15), this study aimed to address the assessment concern in Mauritius by looking at the ‘assessment for learning’ (AfL) practices of Design and Technology (D&T) teachers in state secondary schools. The main research question was set as: How is the AfL practice of Mauritius D&T teachers framed?

In light of this question, an interpretative naturalistic theoretical perspective (Gray, 2014) was used as the participants were examined in their natural settings. The study was carried out in 12 schools, and the participants involved were thirty D&T teachers and sixteen students aged 14

years. Data was accumulated by a multi-method approach such as questionnaire, interviews, observations, and secondary documents.

This presentation will focus on the motivating and challenging experiences gained during the data collection phase of this research such as issues of gaining approval and access, and data collection. It is expected that the lessons learned during data collection phase would inform and guide those preparing for similar projects.

Key Words: Assessment for learning, data gathering issues, interpretative

Bio

Chandan Boodhoo is a full-time doctoral student, in the School of Education, at the University of Waikato. Chandan is a Lecturer (on leave) at the Mauritius Institute of Education where he teaches: Curriculum Studies and Assessment. Chandan has also been contributing as a part-time lecturer, for Assessment Practices in Childhood Education, at the Open University of Mauritius. Previously, he has been teaching Design and Technology in both private and state secondary schools in Mauritius.


JAMES PORAKARIIn-service primary teachers’ attitudes and beliefs in science, teaching, learning and confidence to teach primary science in Solomon Islands

Abstract

Recently in Solomon Islands, a new primary science curriculum has been introduced and primary schools around the country are expected to implement this new science curriculum. Primary teachers teaching at Years 1 to 6 throughout the country took on the task to implement the new science curriculum. This paper explored in-service teacher trainees’ attitudes and beliefs toward science, science teaching and learning and their own judgement of confidence to teach the new primary science curriculum in Solomon Islands. Completed questionnaires were received from 119 of the 145 primary in-service teacher trainees that were enrolled in a one-year diploma of teaching in the primary (in-service) programme at the school of Education and Humanities of Solomon Islands National University in 2014. Data collected from questionnaires were analyzed. Results indicated that while in-service primary teacher trainees have positive attitudes and beliefs

towards science, science learning and teaching they still indicated that they are not confident to teach certain science topics in the new primary science curriculum. The in-service primary teacher trainees also indicated that they would need further training in science content and science pedagogical content knowledge in order to be confident to implement the new primary science curriculum. The implication of this for preparing preservice and in-service primary teachers in the Solomon Islands to teach science is discussed.

Key Words: Solomon Islands, attitudes and beliefs, science teaching and learning

Bio

James Porakari has completed a Bachelor of Science, Postgraduate Diploma in physics and Postgraduate Diploma in Education at the University of the South Pacific, Fiji. He taught basic science and Years 11 & 12 physics at various secondary Schools before joining the staff of the School of Education and Humanities of the Solomon Islands National University in the Solomon Islands. Currently on study leave and has enrolled in Master in Education specialising in STEM at the University of Waikato.


ANUJA KHAMKARThe study of Inquiry-Based Learning in Middle School Science Curriculum in India

Abstract

Inquiry based learning (IBL) comes naturally to science. While a rich pool of research work in IBL is available, few teachers have a good understanding of the methodology and its application in classroom teaching and lesson planning. Science is one of the core subjects in the Indian curriculum across National, State and International boards. This research is an investigation of the implementation of IBL in middle school science teaching and learning in the National board schools. Middle school years act as a link between primary and secondary years and can be a challenging transition for many students. One of the many difficulties faced by students in middle school years is a sudden rise in the difficulty level of science. Teachers are faced with the ultimate task of not just simplifying science, but also to ensure that the basics taught in primary years are periodically revised and students are academically equipped to study complex scientific concepts

in secondary years. Therefore, this research studies a science teacher’s understanding and implementation of IBL in the demanding middle school atmosphere. The study also delves into students’ experiences of learning science through IBL. The study aims at finding how teachers cultivate and maintain students’ reasoning and logical thinking skills through IBL in the strenuous middle school years.

Key Words: Inquiry-based learning, middle school, science

Bio

Miss Anuja Khamkar is a Master’s of Education student at the University of Waikato. She has worked for 5 years as a secondary level Chemistry teacher in Mumbai (India) and has a Master’s degree in Analytical Chemistry from University of Mumbai. She was encouraged by her M.Sc. professor to pursue teaching. Anuja has a passion for areas concerning science teaching and learning. She aspires to take up on leadership roles to change and cultivate a positive attitude for science teaching and learning among teachers and students.


FARIBA MOSTAFATeachers’ perceptions of professional learning through social media in environmental education

Abstract

Environmental problems have become apparent in our world due to economic and population growth and technological progress. Considering the environment as an integrated system, any changes in one component can cause successive environmental and sustainability issues. Environmental education (EE) has been presented as an effective way to address these issues and promote sustainability. Since teachers’ environmental knowledge and their teaching practices have significant roles in the process of learning, UNESCO emphasises the roles of teachers and teacher professional learning (TPL) in sustainability. However, TPL in EE suffers from limitations of resources and barriers to curriculum inclusion. To overcome some of these barriers, social media has been suggested as a means of informal learning. Building connection between

teachers through social media can help them to increase their knowledge and teaching practice, which in turn could affect students’ learning in EE. Social learning theories provide explanations of the learning process, which is helpful in analysing the relationship between social media and TPL. The process of social learning occurs through social interactions and demonstrates individuals’ understanding within wider social units or communities. This paper presents a model to theorise teachers’ informal collaborative learning in EE using social media.

Key Words: Environmental education, teacher professional learning, social media

Bio

Fariba is a Ph.D. candidate at TEMS, the University of Waikato. Coming from the country which most of the social media platforms are banned, she’s inspired by the power of social media to educate people and to bring changes. After 20 years teaching geography and geology, she aims to become a researcher in the area of environmental education


OLIVERA KAMENARACRe-constructing Teachers’ Professional Identities in Early Childhood Policies and Practice in Aotearoa New Zealand

Abstract

The landscape of early childhood education and care (ECEC) in Aotearoa New Zealand has been notably transformed over the last two decades as a result of a number of policy reforms. Addressing the impacts of the reforms on the ECEC sector, my doctoral research investigates how teachers’ professional identities have been re-constructed in response to the changing discourses in ECEC policies and practice from 1996 to 2015.

In this presentation, I provide an overview of my study, which uses a discourse-analytic approach in examining influential ECEC policy documents and transcripts from focus groups and interviews with early childhood teachers and managers. Drawing on initial findings of the study, I acknowledge possible contradictions and consistency in reading and understanding policy discourses in the specific contexts of teachers’ practice. Furthermore, I share the discursive positions that teachers

accepted, rejected and/or negotiated in their ECEC settings.

My research advocates that teachers are active policy readers who re-construct their professional identities within a framework of potentialities created within discourses in ECEC policies and practice. It is hoped that this study will contribute to the understanding of teachers’ professional identities as re-constructed through teachers’ own agency.

Key Words: Teachers’ Professional Identities, discourses

Bio

Olivera is a doctoral candidate at the University of Waikato. She holds a Master in Pedagogy and an International Master in Early Childhood Education and Care (IMEC). She worked as an assistant lecturer of Pedagogy at the University of Novi Sad in Serbia, and researched educational policies in Norway, Ireland and Malta. Her research interest in early childhood policies, teachers’ professional identities and cultural diversity brought her to New Zealand to pursue the doctoral studies.


HALIMAH ILAVARASIDeconstructing the Anthropocentric View of Childhood

Abstract

The dominant discourse in early childhood education is often centred on anthropocentric themes and overlooks or undervalues the importance of non-human actors in young children’s development. However, some theories of human-animal relationship such as the biophilia hypothesis, and other contemporary research suggest that most children not only have the natural propensity towards animals, children greatly benefit from that interaction with animals. While an inkling of the benefits of animal interaction can be seen in some types of children therapy, the focus has still largely been on how anthropocentric themes such as the influence of families, teachers and peers, impact child development and learning in early childhood.

This presentation will deconstruct this overarching anthropocentric perspective of learning within early childhood, and attempt to highlight the reciprocal relationship that children and animals enjoy. In doing so, questions will be raised about the common assumptions held with regard to the universality in learning within early childhood. In addition, the heterogeneous nature of children’s learning will be highlighted.

Key Words: Anthropocentrism, children-animal interactions, social constructionism

Bio

Halimah Ilavarasi is a doctoral candidate at The University of Waikato. As a mother to a young child, Halimah enjoys observing young children’s socio-emotional development and hence she is pursing her doctoral studies in young children’s empathy towards animals and how it is shaped by socio-cultural and historical factors.


DALAL AL HEZAMThe impact of digital technology on children’s transition from Kindergarten to primary school in Saudi Arabia

Abstract

The importance of transition is a global concept; children’s transition is a complicated and extended process, relying on the child’s preparedness. Many children face difficulties during their transition from kindergarten to primary school. It has been expressed that curriculum requirements compel children to expel much effort to achieve limited aims. In addition, the session structures, in terms of time, do not allow teachers to chat with children about their play in a way that builds their learning. Children’s learning comes primarily through action, so they need to discover a way to interact with technology. Technology can offer many actions, such as producing, designing, inventing, building, fabricating, maintaining, troubleshooting and selecting. To benefit from the technology, these activities could be modulated to roles that enable the child to play and to achieve learning outcomes through them. In kindergarten education, numerous activities could be exploited to achieve the goal of technological education. Teachers should pique the children’s interest, direct their attention and modulate

discussions about how they have used technology. This research will use an online survey to gather data regarding the current curriculum used in kindergartens and primary schools in Saudi Arabia. This research will discover how introducing digital technology into the kindergarten curriculum could support children’s transition to primary school.

Key Words: Transition-Technology-preschool and primary school

Bio:

Dalal Alhezam, an international student from Saudi Arabia, has a Bachelor degree in Education with a specialisation in kindergarten . Upon arrival in NZ in 2014 she studied English in Auckland to gain the necessary academic entry requirements and is now a Masters degree candidate at Waikato University, majoring in Education and specialising in early childhood education. Dalal has undertaken some research during her Masters’ study in many fields such as early intervention, special needs, literacy, and transition. Dalal is also interested in art works for children, in particular decoration art and designing children’s stories using mediums such as felt fabric to attract and engage children’s attention.


RENE NOVAKEvidencing the effectiveness of a curriculum of Openness with the use of Visual Methodologies

Abstract

This presentation will argue that the virtues and values encompassed by the Philosophy of Openness, that become the underpinning fundamentals for creating an ‘Achieved Learner of Tomorrow’ with the relevant skills for success, are strongly demonstrated through the woven mat of the New Zealand Early Childhood curriculum – Te Whāriki.

Lately these curriculum guidelines have come under increased scrutiny by a number of academics portraying apparent limitations of the open-ended document. These critiques mainly revolve around the lack of evidence of the curriculum’s effectiveness, its holistic and formative nature coming from the Paradigm of Standardisation verses the curriculums interwoven Paradigm of Openness.

I will explore ways to generate empirical evidence through visual methodologies that can capture the level of success this open curriculum is achieving

by reaching learning and developmental potentials and aspirations of our learning communities. These aspects will be embedded in a series of video modules recorded in a 360-degree video format which will provide a holistic and immersive environment for educators to revisit a virtual recreated moment in time to analyse in an ECE setting. This research will directly relate to the proposed recommendation to the Ministry of Education by the Report of the Advisory Group on Early Learning outlined in Recommendation No. 8 (Ministry of Education, 2015, pp. 24 - 25).

Key Words: visual methodologies, open curriculum,

Bio

Rene Novak is a PhD student at the University of Waikato. His research is exploring pedagogical applications of recent technological advancements. His focus lies in the use of Virtual Reality devices to create a virtual digital environment portraying educational practice that can be revisited numerous times by students, teachers, academics and parents to explore, through immersive videos by using a combination of their senses.


SHERRIE LEEBrokering Practices among International EAL Students at a New Zealand University

Abstract

Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context. These challenges include inadequate English proficiency, differing educational expectations, and being isolated from the host community. However, little is understood about students’ learning outside the formal curriculum, in particular, their brokering practices. For EAL students, brokering involves getting others to translate, interpret or explain various aspects of the host academic environment.

Focused ethnography was used in response to the multi-sited and transient nature of brokering practices. Interviews were the primary research activity, supported by non-participant observations, and participant captured images of their text messages with others.

Preliminary analysis suggests that brokering practices are complex but also an important way for students to bridge gaps in academic understanding. Brokers may be more experienced

or knowledgeable, but may also share with students an affinity based on culture and shared values. Also, brokering interactions range from being spontaneous to regular occurrences as influenced by purpose, relationship, and proximity.

The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more appropriate ways of supporting students’ academic literacy needs.

Key Words: academic literacy, brokering, focused ethnography

Bio

Sherrie is a PhD candidate at the University of Waikato. Her research is a focused ethnography on academic learning practices among international students at a New Zealand university. She is also the President of the Postgraduate Students’ Association and a member of the Academic Board at the university. She was formerly a business communications lecturer at a polytechnic in Singapore. She completed her Master of Arts in Teaching (TESOL) at the University of Southern California.


THY CAHN MINH PANProfessional Development of EFL Vietnamese Teachers: Limits of A Collaborative and Inquiry-Driven Approach

Abstract

Teachers’ professional development utilising a collaborative and inquiry-driven approach has been investigated much in Western settings in the literature; whereas; it is an emerging notion and receives insufficient attention in Asian contexts generally and in Vietnam particularly. Within an inquiry framework which promoted student autonomous language learning, my study attempted to explore how teachers collaboratively constructed their pedagogical content knowledge through interactive dialogues with other teachers and if this resulted in a shift in their classroom practice. Six teachers from two universities on the Central Highlands of Vietnam participated in the project.

In this presentation, I will be describing the way in which I needed to change my expectations of what was possible because of a number of factors in the teachers’ context. One of the data collection tools was the use of Facebook for the teachers to co-construct their own

inquiries to address their teaching-learning issues and concerns; then collectively came up with solutions. After several trials, the results were not quite as expected. A solution was to collect the teachers’ reflections on their teaching practices in the following semester as an iterative cycle of their professional development. To understand the reasons why the teachers were not interested in the use of technology for continuing professional development, an individual interview was organized with each teacher to explore in-depth their concerns and constraints. This presentation provides further detail and discussion of these factors, with a view to informing the professional development planning of teacher educators working in the context of Vietnamese universities.

Key Words: Professional development, collaborative and inquiry-driven approach

Bio

Formerly being a lecturer of a university on the Central Highlands of Vietnam, Thy C M Phan is currently a FEDU doctoral student who has just completed her fieldwork in Vietnam. She did her Master of Education at Monash University, Australia. Her research interest has shifted to professional development, educational framework of social constructivist, and lifelong learning skills.


SELA. TAPA’ATOUTAI. TEISINA‘Mo’onia’, A Developing Tongan Attitude Conceptual Framework

Abstract

My study seeks a phenomenological understanding of the perceptions of teachers, known as ‘Faiako Ma’a Tonga’, about aspects of their professionalism. ‘Faiako Ma’a Tonga’ can be literally translated to mean most valued teachers from a Tongan perspective. These aspects include their perceptions of professional attitudes, what they consider to be their best professional attitudes, and how they were formed and strengthened. This is an attempt to address concerns over teachers’ professional attitudes, which have become an issue of increased public scrutiny recently in Tonga.

This study used a mix-method approach, where survey and interviews (talanoa) were employed. Eighty seven (87) teachers from seventy (70) schools (48 Primary and 22 Secondary) participated in the survey. The schools were located in the two largest islands in Tonga i.e., Tongatapu and Vava’u, These teachers were

selected because they were considered ‘Faiako Ma’a Tonga’ by educational leaders in Tonga. Thirty one (31) of which were selected for an hour long in-depth talanoa.

In this presentation, I will share about ‘Mo’onia’, a conceptual framework developed to delineate, facilitate and highlight the understanding around attitudes, their formation and how they are strengthened from a Tongan perspective. It is this study’s intention to draw on lessons learnt from the findings to inform concerned education stakeholders in Tonga about how they can better help in the development of ‘teachers with quality attitude’ for Tonga.

Key Words: teacher professionalism, professional attitudes, Mo’onia

Bio

Sela is a third year PhD student from Tonga. Her research interest centres around Tongan teachers’ (Faiako Ma’a Tonga) professionalism. In particular, she focuses on what teachers consider as their best professional attitudes, their conception of professional attitudes, how they were formed and strengthened.

The University of Waikato Toll Free: 0800 WAIKATO Private Bag 3105 0800 83 22 42 Hamilton 3240 Email: [email protected] New Zealand Website: waikato.ac.nz

©The University of Waikato, October 2016

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