Waikato Journal of Education
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Integration of Ifugao Indigenous Knowledge Systems and Practices (IKSPs) in teaching Philippine studies in multicultural classrooms
No full textElements of culture and indigenous knowledge are integral to instruction and foundational to meaningful learning experiences. Using an embedded mixed-method design, this study examined instructional strategies and their extent of usage in integrating Ifugao indigenous knowledge systems and practice (IKSPs) in the teaching of Philippine Studies at the Ifugao State University-Potia Campus. Equally, the difficulties of the 24 Philippine Studies teachers experienced in integrating Ifugao culture and IKSPs were investigated via interviews. Results showed that behavioural and attitudinal teaching strategies were employed primarily in integrating Ifugao IKSPs while output-driven and project-based teaching strategies were used to a lesser extent. Qualitative data analysis revealed that felt problems and predicaments encountered primarily encompassed pedagogical and instructional skills, classroom management, and teachers' attitudes towards cultural differences. Implications of this study include the need for collaboration between and among teachers, educational managers, and community stakeholders to craft responsive interventions to capacitate teachers about the principles of culturally responsive instruction in the University.
Lesbian, gay, bisexual, transgender, intersex, and queer concerns in professional psychology education
No full textBest practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against “conversion therapies” have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced
(Student) teacher views: Impact of technology on teaching and learning during Covid-19 in Samoa
No full textO le tali atu a Samoa i le Koviti-19 sa faigata ona o tagata ma meafaaletino e pei o tekonolosi ma auala sa faaaogaina mo le a’oa’o atu ma le a’oa’oina aua e le’i fa’ataitaia, pe na mautu se fa’ aaogaina muamua e o’o mai i le taimi nei. O le Koviti-19, sa fa’amalosia e le malo o Samoa le puipuiga o tagata i feoaiga vava mamao faapea ma le tapunia o nofoaga mo le saogalemu o tagata uma. Sa faapea fo’i ona suia le a’oa’o atu ma le a’oa’oina o tama ma teine aoga faapea ma faiaoga. Ua avea ma faalavelave le tapunia o aoga, galuega ma nofoaga i le fa’agaoioiga o galuega, ma fa’alapotopotoga. O le utiuti o alagaoa e pei o mea faitino na a’afia tele ai le a’oa’o atu ma le a’oa’oina i le tapunia o aoga. O le tali atu i le Koviti-19 sa unaia ai faiaoga ia fa’aleleia le malamalama i le fa’aaogaina o tekonolosi mo aoaoga. O le Matagaluega o Aoga, Ta’aloga ma Aganu’u (MATA) sa galulue fa’avavevave e faatino a’oa’oga e fa’aaoga ai upega tafa’ilagi e tali ai i le Koviti-19 ma aiaiga fa’ale tulafono a le malo o Samoa i le tapunia o le atunu’u. O le fa’amasaniga o faiaoga, tama ma teine aoga i a’oa’oga e lagolago ai le fa’aaogaina o upega tafa’ilagi, ma tomai fa’apitoa mo komipiuta sa avea ma fa’amuamua i tapenaga aua le fa’aleleia o aoaoga i totonu o Samoa. O fanau mai aiga e leai ni alagaoa e pei o komipiuta ma upega tafailagi o i latou nei sa tuga lo latou afaina. Sa fa’ailoa i tagata uma ia fa’atauaina le fa’atinoga o vaega tau le soifua maloloina ia malu puipuia mai le faamai o le Koviti-19, ae maise aua ne’i iai ni afaina tuga o a’oao’ga mo le fanau. O faiaoga o lo’o i totonu o aoga ua toe foi mai e a’ooga i le faailoga maualuga o le tusi pasi tau a’oa’oga mo le tulaga lua, ma o loo a’oa’oina i totonu o le Saofaiga o A’oa’oga i le Iunivesite Aoao o Samoa, ma o i latou ia sa auai i lenei suesuega.
Samoa’s educational response to Covid-19 was impeded by human and physical obstacles largely because the new educational technologies and strategies that came into effect to support teaching and learning had not been trialled nor implemented well to date. During Covid-19, the Samoan government emphasised the importance of social distancing and lockdown as health safety measures necessary for the welfare of all, but these changed learning and teaching for students and teachers and impacted daily organisation and operations for these people, and schools. Samoa’s limited physical and human resources affected schools’ lockdown and teaching and learning. Responses to Covid-19 called for teachers’ improved understanding of educational technology and its utilisation. The Ministry of Education, Sports, and Culture (MESC) acted immediately to activate online learning in response to Covid-19 and the government’s lock-down policy. Familiarising teachers and students with online support and acquiring appropriate computer skills were Samoa’s immediate educational goals. Nevertheless, the children of families without access to resources like computers and the Internet were the most affected. It is acknowledged that for citizens to survive Covid-19 it was vital to adopt appropriate health safety measures, although it is also important to ensure that no student’s educational progress is negatively impacted. Teacher upgraders studying for the Bachelor of Education primary teaching in the Faculty of Education at the National University of Samoa (NUS) were the participants
Pre-service teachers applying culturally-responsive critical pedagogy
No full textHow do pre-service teachers practice culturally-responsive critical pedagogy in the classroom? This study of two pre-service teachers investigated a professional practice placement that followed theory courses. The research found five applications of culturally-responsive critical pedagogy: reflecting on self and identity; centring ākonga (learners); uplifting culture; developing critical consciousness; and improving academic outcomes for non-dominant culture learners. However, the pre-service teachers placed varied emphasis on those applications, including not engaging with the achievement application. The research offers concrete practice examples of culturally-responsive critical pedagogy by pre-service teachers, and questions the assumption that novice pre-service teachers have the skills to enact theory-to-practice
Social factors are associated with academic stress in Pasifika students at the University of Otago
No full textThe majority of Pasifika students at the University of Otago come from other parts of New Zealand and have to adapt to studying and living in an environment that does not have a strong Pacific culture. These changes potentially affect their education experience and academic performance. Students may form social networks through religious institutions or student associations. Using a brief (10–15 minute) survey, we investigated how religiosity, social provision, and social anxiety as ethnic minorities are associated with perceived academic stress among Pasifika students in our department. We recruited 54 Pasifika students from a cohort of 101 students: 20 male, 33 female, and 1 akava’ine. Male students had higher academic stresses related to academic expectation than female students. Religiosity, social provision, and avoiding interaction with New Zealand European people were all associated with perceived academic stress in our cohort. Students preferred seeking social support from Pasifika friends and family members, and academic support from academic staff, tutorials organised by the University’s Pacific Islands Centre, and friends. In conclusion, social factors are associated with academic stress of Pasifika students in the University of Otago. Institutions need to establish strong support infrastructure for ethnic minority students as they may have additional stressors which may affect their study
Approaches to teaching and learning a second language online
No full textEmbedding the use of technology for authentic social interactions with L2 teaching and learning needs to be supported by effective pedagogical practices. This article explores how technology can support the learning of te reo Māori in New Zealand. Thirteen kaiako (teachers) from a variety of teaching and learning backgrounds and experiences, and five ākonga (students) representing a range of ages were individually interviewed. The ākonga reported that synchronous online classes were very helpful for their language development and enjoyed the whanaungatanga created by being a part of the online community. They felt less, isolated and felt that they got to know some members of the class better. The kaiako reported, that connecting with the heart enhanced engagement in te reo Māori, which increased the confidence of ākonga, which advanced the level of proficiency in te reo Māori
“The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre-2017
No full textThe revision of Te Whāriki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers’ engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whāriki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers’ enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed
STEM teacher professional development in pre-service teacher education: A literature review
No full textScience, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration
A socio-technological assemblage when teaching with apps
No full textIn this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary-school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms