title: Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools

authors: Maelagi, Edward E. R

subjects: Solomon Islands

abstract: This study examines the experiences of seven Solomon Islands teachers who completed the transition from being unqualified teachers (UQTs) to fully qualified professionals (FQPs) through the Teachers in Training Programme (TITP) at the Solomon Islands College of Higher Education (SICHE). It is unfortunate that in many developed and developing countries, such as the Solomon Islands, large numbers of UQTs are employed in schools. The School of Education (SOE) at SICHE, supported by the Ministry of Education and Human Resources Development (MEHRD), and with funding provided by the New Zealand government through NZAID, established the TITP to help address the issue of UQTs in Solomon Islands schools. The teachers at the centre of this study worked through this programme during 2007, 2008 and 2009, and took up teaching positions in schools as FQPs in 2010. The study presents the narratives of seven individuals who made this journey over the 2007 – 2010 period. These narratives are analysed to identify key features of the participants‟ transition and to evaluate the impact of the programme on those engaged in it. Research data for this study were collected using qualitative research methods. Semi-structured interviews were conducted to investigate the perceptions of the seven participants of their transition experiences in their work in schools as UQTs; as participants in the TITP; and their perceptions of their teaching at the time of data collection as fully qualified professionals (FQPs). The seven participants were selected from four Community High Schools (CHSs); three schools were from an urban area and one was from a rural setting. The collection of data was done in the Solomon Islands in April and May, 2010. The thematic analysis approach was used to analyse the study data. The data collected and analysed revealed some interesting findings. Of particular interest were the reasons the participants gave for becoming teachers; the professional and personal difficulties they had experienced; their perceptions of the form of support they received; the change of attitudes toward teaching and teaching practices that they experienced; the impact of the TITP in their ii preparation to be FQPs; and their perceptions of their teaching now as FQPs. The findings of the study suggest that UQTs need to be supported and nurtured with the provision of mentors as they make the journey to being teachers in schools. The study findings also suggest that schools need to be supported to accommodate UQTs; and that the TITP as a teacher education programme should be continued and extended until such time as the issue of UQTs in the Solomon Islands is properly addressed.

text: Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools This study examines the experiences of seven Solomon Islands teachers who completed the transition from being unqualified teachers (UQTs) to fully qualified professionals (FQPs) through the Teachers in Training Programme (TITP) at the Solomon Islands College of Higher Education (SICHE). It is unfortunate that in many developed and developing countries, such as the Solomon Islands, large numbers of UQTs are employed in schools. The School of Education (SOE) at SICHE, supported by the Ministry of Education and Human Resources Development (MEHRD), and with funding provided by the New Zealand government through NZAID, established the TITP to help address the issue of UQTs in Solomon Islands schools. The teachers at the centre of this study worked through this programme during 2007, 2008 and 2009, and took up teaching positions in schools as FQPs in 2010. The study presents the narratives of seven individuals who made this journey over the 2007 – 2010 period. These narratives are analysed to identify key features of the participants‟ transition and to evaluate the impact of the programme on those engaged in it. Research data for this study were collected using qualitative research methods. Semi-structured interviews were conducted to investigate the perceptions of the seven participants of their transition experiences in their work in schools as UQTs; as participants in the TITP; and their perceptions of their teaching at the time of data collection as fully qualified professionals (FQPs). The seven participants were selected from four Community High Schools (CHSs); three schools were from an urban area and one was from a rural setting. The collection of data was done in the Solomon Islands in April and May, 2010. The thematic analysis approach was used to analyse the study data. The data collected and analysed revealed some interesting findings. Of particular interest were the reasons the participants gave for becoming teachers; the professional and personal difficulties they had experienced; their perceptions of the form of support they received; the change of attitudes toward teaching and teaching practices that they experienced; the impact of the TITP in their ii preparation to be FQPs; and their perceptions of their teaching now as FQPs. The findings of the study suggest that UQTs need to be supported and nurtured with the provision of mentors as they make the journey to being teachers in schools. The study findings also suggest that schools need to be supported to accommodate UQTs; and that the TITP as a teacher education programme should be continued and extended until such time as the issue of UQTs in the Solomon Islands is properly addressed.

year: 2011

title: An integrated biostratigraphy and seismic stratigraphy for the late Neogene continental margin succession in northern Taranaki Basin, New Zealand

authors: Hansen, Rochelle J.

subjects: Ariki Formation

abstract: Our aim has been to develop an integrated biostratigraphy and seismic stratigraphy for the Pliocene and Pleistocene formations (Ariki, Mangaa, Giant Foresets) in northern Taranaki Basin to better understand the evolution of the modern continental margin offshore central-western North Island, New Zealand. Detailed mapping of seismic reflectors in part of the basin, when compared with correlations of late Neogene stage boundaries between 11 well sections, has highlighted crossover between the datasets. To help resolve this issue, the biostratigraphy of the Pliocene-Pleistocene parts of each of four well sections (Arawa-1, Ariki-1, Kora-1, and Wainui-1) has been re-examined using a dense suite of samples. In addition, the biostratigraphy of seven other well sections (Awatea-1, Kahawai-1, Mangaa-1, Taimana-1, Tangaroa-1, Te Kumi-1, and Turi-1) has been re-evaluated. The crossover is partly attributed to a combination of sampling resolution inherent in exploration well sections, the mixed nature of cuttings samples, and the general scarcity of age-diagnostic planktic foraminifera in the late Neogene formations. The achievement of seismic closure suggests that error in the mapping of the seismic reflectors is not a significant source of the uncertainty (crossover). We have developed a workable time-stratigraphic framework by qualitatively weighting the biostratigraphic data in each of the well sections, thereby identifying the parts of particular well sections with the highest resolution microfossil data and the optimal stratigraphic position of stage boundaries with respect to the mapped seismic horizons/seismic units. Hence, it is possible to assign the known numerical ages for these stage boundaries to reflection horizons/seismic units mapped within the basin. We have applied this information to produce a series of isopach maps for successive stage boundaries that help show the sedimentary evolution of the continental margin succession west of central North Island.

text: An integrated biostratigraphy and seismic stratigraphy for the late Neogene continental margin succession in northern Taranaki Basin, New Zealand Our aim has been to develop an integrated biostratigraphy and seismic stratigraphy for the Pliocene and Pleistocene formations (Ariki, Mangaa, Giant Foresets) in northern Taranaki Basin to better understand the evolution of the modern continental margin offshore central-western North Island, New Zealand. Detailed mapping of seismic reflectors in part of the basin, when compared with correlations of late Neogene stage boundaries between 11 well sections, has highlighted crossover between the datasets. To help resolve this issue, the biostratigraphy of the Pliocene-Pleistocene parts of each of four well sections (Arawa-1, Ariki-1, Kora-1, and Wainui-1) has been re-examined using a dense suite of samples. In addition, the biostratigraphy of seven other well sections (Awatea-1, Kahawai-1, Mangaa-1, Taimana-1, Tangaroa-1, Te Kumi-1, and Turi-1) has been re-evaluated. The crossover is partly attributed to a combination of sampling resolution inherent in exploration well sections, the mixed nature of cuttings samples, and the general scarcity of age-diagnostic planktic foraminifera in the late Neogene formations. The achievement of seismic closure suggests that error in the mapping of the seismic reflectors is not a significant source of the uncertainty (crossover). We have developed a workable time-stratigraphic framework by qualitatively weighting the biostratigraphic data in each of the well sections, thereby identifying the parts of particular well sections with the highest resolution microfossil data and the optimal stratigraphic position of stage boundaries with respect to the mapped seismic horizons/seismic units. Hence, it is possible to assign the known numerical ages for these stage boundaries to reflection horizons/seismic units mapped within the basin. We have applied this information to produce a series of isopach maps for successive stage boundaries that help show the sedimentary evolution of the continental margin succession west of central North Island.

year: 2006

title: On equality and colourblindness

authors: Robertson, Neville

subjects: Maori

abstract: "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." So said Martin Luther King, Jr, just over 40 years ago, in a speech that galvanised the US civil rights movement. King spoke of the United States but his dream is equally relevant in New Zealand. Has it been achieved? Some people would argue that not only has it been achieved but that the tables have been turned and now white folk are the ones who are oppressed. What is needed, they argue, is a level playing field. But how level is the playing field?

text: On equality and colourblindness "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." So said Martin Luther King, Jr, just over 40 years ago, in a speech that galvanised the US civil rights movement. King spoke of the United States but his dream is equally relevant in New Zealand. Has it been achieved? Some people would argue that not only has it been achieved but that the tables have been turned and now white folk are the ones who are oppressed. What is needed, they argue, is a level playing field. But how level is the playing field?

year: 2004