title: Breaking down barriers in building teacher competence

authors: Bruce Ferguson, Pip

subjects: action research

abstract: Teachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA.

text: Breaking down barriers in building teacher competence Teachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA.

year: 2012

title: The tale of two virtual teacher professional development modules

authors: Keown, Paul Ashley

subjects: teacher professional development

abstract: Virtual communities of practice (VCoP) have been advocated for some time as a promising means of taking professional development to teachers in widely distributed locations. However, geography, and indeed education literature as a whole, contains very few examples where this has been achieved. This paper reports on two VCoP professional development modules for New Zealand geography and social studies teachers. The first module focused on perspectives in geography and the second on values in social studies. The paper describes the design of the modules and tells the story of each module in practice as two “tales” or narratives. The second tale tells a much happier story than the first, and the reasons for this are explored. The paper concludes by discussing what can be learned about implementing successful professional development for geography teachers through VCoPs as indicated by the results reported through the two tales.

text: The tale of two virtual teacher professional development modules Virtual communities of practice (VCoP) have been advocated for some time as a promising means of taking professional development to teachers in widely distributed locations. However, geography, and indeed education literature as a whole, contains very few examples where this has been achieved. This paper reports on two VCoP professional development modules for New Zealand geography and social studies teachers. The first module focused on perspectives in geography and the second on values in social studies. The paper describes the design of the modules and tells the story of each module in practice as two “tales” or narratives. The second tale tells a much happier story than the first, and the reasons for this are explored. The paper concludes by discussing what can be learned about implementing successful professional development for geography teachers through VCoPs as indicated by the results reported through the two tales.

year: 2009

title: ‘Revolting murder at Te Aroha’ in 1881

authors: Hart, Philip

abstract: The brutal murder of Hamiona Haira, who had been mining with his two brothers and his father-in-law, shocked the new settlement. Being a member of Ngati Koi and Ngati Hako, these hapu threatened utu on the Pakeha responsible, causing both Maori and Pakeha miners to abandon their claims at Tui. Suspicion immediately fell on John Procoffy, a Finn, and evidence was quickly collected, officials being anxious to obtain a speedy conviction to avoid an innocent Pakeha being killed in revenge. Rangatira agreed to let the courts deal with the case, although some Pakeha criticized the government for being too anxious to appease Maori.
After a coroner’s inquest, which included Maori as members of the jury, returned a verdict of murder by ‘person or persons unknown’, Procoffy faced two trials. As the prosecution was handicapped by the limitations of contemporary forensic skills, its case was largely circumstantial. Although the police were certain they had their murderer, others were not convinced, and there was a reluctance to convict because of the death penalty. The final outcome was a verdict of not guilty, which, as was pointed out, should have been ‘not proven’. 
Procoffy fled the country. His acquittal was accepted by Maori leaders, and calm returned to Te Aroha.

text: ‘Revolting murder at Te Aroha’ in 1881 The brutal murder of Hamiona Haira, who had been mining with his two brothers and his father-in-law, shocked the new settlement. Being a member of Ngati Koi and Ngati Hako, these hapu threatened utu on the Pakeha responsible, causing both Maori and Pakeha miners to abandon their claims at Tui. Suspicion immediately fell on John Procoffy, a Finn, and evidence was quickly collected, officials being anxious to obtain a speedy conviction to avoid an innocent Pakeha being killed in revenge. Rangatira agreed to let the courts deal with the case, although some Pakeha criticized the government for being too anxious to appease Maori.
After a coroner’s inquest, which included Maori as members of the jury, returned a verdict of murder by ‘person or persons unknown’, Procoffy faced two trials. As the prosecution was handicapped by the limitations of contemporary forensic skills, its case was largely circumstantial. Although the police were certain they had their murderer, others were not convinced, and there was a reluctance to convict because of the death penalty. The final outcome was a verdict of not guilty, which, as was pointed out, should have been ‘not proven’. 
Procoffy fled the country. His acquittal was accepted by Maori leaders, and calm returned to Te Aroha.

year: 2016