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The Future of Science Teacher Education in Tonga

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dc.contributor.advisor Starkey, Louise
dc.contributor.author Vaka-Vivili, Margaret Kuira
dc.date.accessioned 2015-05-21T21:46:00Z
dc.date.accessioned 2022-11-03T02:45:17Z
dc.date.available 2015-05-21T21:46:00Z
dc.date.available 2022-11-03T02:45:17Z
dc.date.copyright 2014
dc.date.issued 2014
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/29676
dc.description.abstract The purpose of this research was to explore and document existing policy and practices contributing to the debate of science teacher education in the Pacific. The study took on a pragmatic approach for a mixed research, drawing from the positives of both the qualitative and the quantitative approaches using the kakala/kakala research frameworks guiding the methodological framework. Being a mixed research, the data collection method involved three elements: one-on-one semi-structured interviews with senior Tongan education officials, document analysis and a teacher questionnaire targeting science teachers. All the interviews were conducted in English and recorded using a digital recording device and transcribed by myself as the researcher. All the science teachers who participated in the questionnaire returned a signed consent form to confirm willingness to participate maintaining anonymity. In order to answer the research question, the study examined the significance of the fibre (fau)used in the kakala weaving process, extracting from the Kakala/Kakala research frameworks the metaphoric conceptual relevance of the fibre (fau) which holds the kakala providing it structural support. Hence the conceptualisation that, the three strands of fibre that holds and maintains the education system in Tonga can be attributed to; (i) strong cultural values, (ii) a clear and definitive education policy framework (Catherwood & Levine, 2004), and high teacher self-efficacy. The self-efficacy of Tongan science teachers is measured for the first time and reported in this study as high to very high on a Likert-type psychometric scale adapted from (Skaalvik & Skaalvik, 2009) to fit the Tongan context. The study also discusses challenges and teacher perceptions of being a science teacher in Tonga and the implications these challenges might pose in future. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.rights Access is restricted to staff and students only until 06/2017. For information please contact the Library. en_NZ
dc.subject Fau en_NZ
dc.subject Koe fau koe nono'o anga ia oe kakala en_NZ
dc.subject Pacific Islanders education en_NZ
dc.subject Science education en_NZ
dc.title The Future of Science Teacher Education in Tonga en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit School of Education Policy and Implementation en_NZ
vuwschema.subject.anzsrcfor 130311 Pacific Peoples Education en_NZ
vuwschema.subject.anzsrcfor 130313 Teacher Education and Professional Development of Educators en_NZ
vuwschema.subject.anzsrcseo 970113 Expanding Knowledge in Education en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ
thesis.degree.name Master of Education en_NZ

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