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    Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Nur'Aini, Siti
    This study explores the identity formation of English teachers in Tegal City, Banyumasan area in Central Java, Indonesia. It draws on the frameworks of identity-agency and life-course agency within three different contexts: Ladang High School teachers, Ladang Private Tuition Centre teachers, and Ladang University pre-service teachers. It seeks to answer two research questions: 1) How does identity-agency support pre-service teachers in Tegal City to develop their professional identity? 2) What experiences contribute to the identity formation of English teachers in Tegal City within their life-course agency? A dialogical approach is used to analyse data to develop insights into how each of the nine participants exercises his/her agency in the complexity of their relationship with their social environments and values, significant others, and how they forge and navigate different pathways in making their professional identity. This study employs a qualitative approach and uses case study methods. Data was gathered through semi-structured interviews, classroom observation, narrative accounts, photographs, documents, and online contact. The first data collection stage was conducted from December 2015 to February 2016 and included site visits, observations, interviews, narrative accounts, and document collection. A researcher’s journal and field notes were used as supportive data. The second stage was conducted from August to September 2016. It was conducted through follow-up interviews and revisiting each research site to collect photographs and additional documents. The findings indicate that diverse elements contribute to the shaping of identity through life-course agency and identity-agency: religion, learning experiences, family members, regulations, and social contexts where these participants chose a particular action, changed or dropped a decision, and in so doing, they exercised their agency. Initial contact with English was generated from family members, media idols, or objects such as brochures and leaflets written in English. The teacher participants’ narratives indicated that they did not plan to be English teachers, but their journey and complex trajectories had led them to the profession. By way of contrast, the pre-service teachers’ narratives indicated that they majored in English education to be English teachers, but they ended up using English differently to shape their identity. The study concludes with implications for theory and practice arguing that the frameworks of identity-agency and life-course agency can be useful development tools for understanding both teachers’ professional lives and their trajectories in Indonesia.
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    Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Alsaleh, Fatimah Ibrahim
    Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order to understand more about the nature, development, and sufficiency of mathematics teacher readiness to teach, this study explores the phenomenon of preparedness. The aim of this study was to investigate how well Saudi pre-service teachers (PSTs) feel prepared to teach mathematics at secondary or middle schools (i.e. to explore their sense of preparedness to teach), delving into the nature and origins of that sense. The participants in the study were a sample of female mathematics PSTs (N=105), who were near the end of their teaching methods course in the final year of their 4-year education degree. The construct of preparedness was operationalized through a survey of PSTs’ efficacy to teach mathematics and an interview-based exploration of the factors influencing these perceptions. The data were collected over 4 months from 2015 to 2016. The quantitative data were analysed in SPSS and thematic analysis was used to analyse the qualitative data. The key findings of this study indicated that for the PSTs, being prepared to teach means having teaching efficacy, good knowledge for teaching, a sense of preparedness, and professionalism. However, PSTs are not fully aware of all the kinds of knowledge needed for being prepared. The study showed that PSTs were generally confident that they were sufficiently prepared to teach. They felt most confident in the areas of content knowledge (CK) and pedagogical knowledge (PK) rather than pedagogical content knowledge (PCK). The findings showed that the PSTs felt inadequately prepared in some aspects of their teaching roles, and needed more support and guidance from their university–school communities. The majority felt that classroom and behaviour management was the aspect in which they felt least prepared. They also expressed only a moderate level of general teaching efficacy (GTE), expressing a lower sense of efficacy relating directly to supporting students as learners. These were related to the disjunction between theory and practice that resulted from the two most influential factors shaping PSTs’ sense of preparedness and feelings of efficacy: the practicum experience and the ITE. Although these factors had positive impacts on their perceptions, they also expressed how the classroom environment, challenges, and school culture encountered during the practicum had lowered the PSTs’ sense of preparedness and teaching efficacy. Indeed, half of the PSTs felt that the school was neither sufficiently prepared nor sufficiently resourced to support PSTs learning the work of teaching. The challenge of closing the gap between theory and practice has led to PSTs’ desire to have more time in the mathematics methods course, as well as extra time in the practicum. It is hoped that the findings from this study concerning PSTs’ current perceptions about preparedness, combined with the suggestions for improving their levels of preparedness, will contribute to improvements in ITE and teaching quality in Saudi Arabia.
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    Theory to practice : is there a real connection for teachers in teacher education? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand, College of Education, Te Kupenga o Te Matauranga, School of Arts, Development and Health Education, Health and Physical Education
    (Massey University, 2006) Kingsley, Anne
    The purpose of this study was to examine the process of learning to teach, which is the focus and objective of the one year Diploma of Teaching (Secondary), and to assess whether education in theory can make a difference in graduate teacher competence. Questionnaires and semi structured interviews were used to ascertain the perceptions of student and beginning teachers on how well theory and practice are integrated in the Diploma programme. The study would indicate that student teachers appear to see little relevance of theory to classroom practice. The study also suggests that student teachers believe that the majority of learning occurs in classrooms during the practical teaching experience and consider that the mastery of management is the most crucial factor of teaching. The research also sought to establish to what extent students bring established beliefs with them to University and the extent to which their perceptions of what constitutes an effective teacher. It was apparent that student teachers had, at least in the beginning, established opinions based on their own experiences as school students, about what constitutes an effective teacher. These student teachers also claim that associate teachers varied hugely in their ability to support and give feedback to student teachers in the classroom, and indicated that it was difficult for the college tutors to bridge the gap between theory and practice. The findings of the study will suggest fundamental changes need to be made to the organisational structure of teacher education in order to meet the needs of the modern teacher with modern classrooms.
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    Cultural perceptions of learning situations : overseas students in their first year of teacher education in New Zealand : a thesis presented in fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University
    (Massey University, 1996) Haworth, Penelope Anne
    This study investigates the perceptions of four overseas student teachers, based on teaching practice observations in their first year of teacher education in a New Zealand College of Education. Data was collected by means of questionnaires, interviews, a semantic differential scale and a stimulated recall procedure. Perceptions of New Zealand learning situations were examined at three points during the year, as the subjects participated in teaching practices. Results from the study relate to the nature, focus, orientation and shifts in the students' perceptions of the target culture. It was found that perceptions were variably focussed on three broad zones of perception, notably teacher/learner roles, the nature of learning and the contextual features of the target learning culture. A number of perception indicators were generated from the data. These included positive perception indicators such as clear conceptualization, strategy formulation, surface assimilation, positive uptake and avoidance of closure, and negative perception indicators relating to partial conceptualization, self doubts, rejection and closure, overlaying, and the lack of effective models. The major outcomes of this study point to the influence of prior beliefs and expectations on perceptions of the target learning culture, as well as the developmental nature of perceptions. In addition, findings reveal the importance of perceptions in the process of acculturation. The study concludes with a number of suggestions for the development of more effective programmes for overseas student teachers.
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    Pre-service education in teaching children with special abilities at primary school level : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1995) Taylor, Shirley
    This study explored a variety of ways in which student teachers were being educated to teach children with special abilities (CWSA) in primary schools. It also considered factors and rationales which guided or limited the provision of courses in regard to these children. A survey of current provisions in New Zealand was carried out. Questionnaires were sent to six Colleges/Schools of Education and follow-up interviews were conducted at three of them. A search of the literature combined with personal correspondence sought specific examples of provisions overseas. Information was gathered on: • New Zealand courses which educated students about CWSA • rationales guiding these courses • factors limiting the provision of courses on CWSA • specific examples of overseas courses The study found that individual Colleges/Schools of Education in New Zealand teach students about children with special abilities in differing ways. Some staff considered it appropriate that students learn about this topic in the context of discussing individual differences. Others believed in the need to focus more specifically on children with special abilities. Rationales guiding the provision of courses mainly centred on the need for student teachers to learn how to cater for children with special abilities in mixed ability classrooms. Limitations to how much time could be devoted to doing this were mainly attributed to ever-increasing demands to include new areas of content, in primary pre-service programmes. CWSA courses in New Zealand had much in common with courses provided overseas. They were generally short-term and optional, were similar in content and placed near the end of training programmes. Practical teaching components featured more in the overseas courses. Information from this study was combined with information from the literature review in order to critically evaluate how, and to what degree, pre-service education on children with special abilities could be delivered to students. Principles of sound practice were formulated. These principles related to programme structure, course content and delivery and the importance of including a consideration of the needs of children with special abilites in pre-service programmes. Based on these principles, recommendations were made for future practice and further research. They included ongoing professional development, evaluation of the effects of differing pre-service provisions on classroom practice, and the need for research to ascertain how teachers can best be trained in recognising and catering for Maori children with special abilities. The conclusion drawn from the research was that all students should receive education about teaching children with special abilities. Presently in New Zealand the amount they receive is small. In particular, emphasis on practical experience with children with special abilities is limited. However, there are encouraging signs such as increasing interest shown by students in undertaking CWSA courses and enthusiasm of some staff members within Colleges/Schools of Education to provide further courses on the topic.
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    He huarahi ako : pathways to learning : the academic and cultural self-efficiency of Maori student teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Maori Studies at Massey University, Palmerston North, New Zealand
    (Massey University, 1997) Goulton, Frances Materoa
    The present study sought to investigate the factors that affect Māori student teachers academic and cultural self-efficacy in a teacher education programme. Identifying these factors is considered important for developing appropriate teacher education programmes to better provide for this increasing population of student teachers. The target sample goup are Māori student teachers who are enrolled in the general teacher education programme at Te Kupenga o te Mātauranga. Underpinning the development of these student teachers lies an expectation that they will provide Māori input in general education schools and programmes, based mainly on the fact that they are Māori. Ensuring that these student teachers are therefore culturally competent to do so is important it success is to be achieved tor themselves personally, for Māori and for New Zealand society. A framework has been developed to assist in examining important Māori concepts in relation to teacher education. The development in Kura Kaupapa Māori teacher education programmes has meant that the pool of more culturally competent Māori student teachers has been absorbed into those programmes. There remains, however, a commitment to Māori student teachers in general teacher education to continue achievement in both Te Ao Māori (the Māori world) and Te Ao Whānaui (the wider world). This study analysed two kinds of data; a survey (of 24 student teachers) and formal interviews (of four of the survey participants). Quantitative analysis were integrated with qualitative data from the interviews. In identifying factors that affect the academic and cultural self-efficacy of these student teachers it became clear that their sense of collective efficacy was highly influential in both contexts. In the academic context however, it was given lesser emphasis than in the cultural context, as work in the academic context in the main required them to work independently. These student teachers were more inclined to work in groups, to support each others learning and to discuss tasks amongst themselves. These factors tended to develop in them a stronger sense of collective efficacy. Student teachers who had come straight from school with formal qualifications (Bursary) generally displayed higher levels of academic self-efficacy. However, many had entered college with other qualifications such as work experience or suitability for teaching and tended to have lower levels of self-efficacy in the academic context. While the majority of these student teachers claimed to be capable learners, most also claimed the need to develop skills and strategies that could help them in both the academic and cultural contexts. Achievement in Te Ao Māori (the Māori world) was for all of these student teachers a key issue. Yet, most expressed quite low levels of self-efficacy in this context. In particular, these low levels of self-efficacy were related to their competency in Te Reo Māori and Tikanga. Having high self-efficacy is said to provide higher levels of effort and perseverance in activities (Bandura, 1986). Despite having generally lower levels of self-efficacy for Te Reo Māori and Tikanga, these student teachers showed persistence and motivation in learning about their own culture. Te Reo Māori. Tikanga and Whānau proved to be key sources in the development of these student teachers' cultural self-efficacy.
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    Success stories : experiences of non-English speaking background students in an English-medium tertiary programme : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2010) Taylor, Gayleen Evelyn
    Increasing numbers of non-English speaking background (NESB) students are enrolling in English-medium education programmes. The fact that these students are generally successful in their studies is seldom mentioned in academic literature. It is hoped that information from this study will fill a gap in recent literature on this topic. This study investigates and celebrates the experiences of four NESB students who have successfully graduated from an English-medium programme which delivers the Diploma of Teaching (Early Childhood Education). The key question investigated is – what enabled these students to achieve in an education setting so different from their home language, culture and philosophy? Factors such as motivation and support structures were also investigated. Within a qualitative approach, narratives were used to record and retell participants’ stories. A credit approach was also employed. This fits in with sociocultural theory, which values a student’s contribution to the learning experience. Contextual features also had a role to play in participants’ success, so links to ecological theoretical perspectives are made. The influence of motivation in success, as acknowledged in social cognitive theory, is also discussed. Participants were clear about the role of motivation in their academic success. Intrinsic motivation was found to be particularly important; being influenced by a range of factors. The factors identified included the funds of knowledge participants brought to their study, their development of self-efficacy, a sense of agency and self-regulatory practices. It is proposed that these factors have fundamental relationships with each other by influencing achievement and mastery in the other factors. Support systems were found to play a crucial role in participants’ success. These support systems were found to be the family, the institution, colleagues and classmates. Governmental agencies also were accessed to provide financial support. Recommendations and implications from the study affirm the importance of professional development for teachers of NESB students. In particular, understanding topics relating to funds of knowledge, self-efficacy, agency and self-directed learning were noted as relevant for teachers of NESB students.