Missing:
FAIAKO MA’A TONGA Staff Perceptions of the Ideal Tongan Teacher: A Case Study of the Tonga Institute of Education …Strand 2: Teacher Education on the Move…
Meletonga Finau, Lola Tokotaha & Poliana Havea
KINGDOM OF TONGA
TONGA INSTITUTE of EDUCATION (TIOE) •Tonga’s sole provider of teacher education •Diploma and certificate programs in education •Secondary, primary, ECE levels •Upgrade to B.Ed. programme •On-site teaching staff, contract staff, volunteers •Structure – dean, deputy, senior lecturers, teacher diplomates/graduates…etc
FAIAKO MA’A TONGA “The vision of the Tonga teacher is to teach for Tonga. The vision – albeit simple, is reflective of multiple layers of values and core beliefs about being Tongan, about Tongan philosophy of education and about Tongan notions of development” (Johansson-Fua, 2008)
FAI-AKO (teacher) •Fai – doing/action/getting things done) •Ako – all kinds of learning throughout one’s life as such reflecting a life-long approach to learning (Johansson-Fua, 2008)
•“One who knows what to do and does it well” (Thaman, 1999: 2) KNOWLEDGE + DEMONSTRATION = LEARNING (‘ilo + poto = ako) “When knowledge is demonstrated meaningfully and usefully, education then is of quality” (Johansson-Fua, 2008)
VALUES THEORY •Relates to morals, ethics, beliefs, values and expected standards of behavior/practice •Theoretical & conceptual framework
“LANGA FALEAKO FRAMEWORK” (Building a House of Learning for Tongan Teachers)
1. Lea Fakatonga (Tongan Language) 2. ‘Ilo (Knowledge) 3. Poto (Able to do) 4. Fakafeangai ‘a e Faiako (Teacher professionalism) (Tonga Ministry of Education, 2004)
Pillars/posts
METHODOLOGY • Case study – context-specific to TIOE on-site teaching staff (secondary, primary and ECE) • Action research – researchers actively involved in the ongoing talanoa (conversation) •Talanoa (semi-structured interview) • Talanga (focus group) • 6 participants - variance in gender, age (service), levels (secondary, primary, ECE)
LANGA FALEAKO FRAMEWORK (Building a House of Learning for Tongan Teachers)
TRADITIONAL TONGAN HOUSE (Fale Tonga)
LANGA FALEAKO FRAMEWORK (Building a House of Learning for Tongan Teachers)
Young/Apprentice TEACHERS
FOUNDATION=TIOE
PROFESSIONALISM
ABLE TO DO
Master/Specialist TEACHERS KNOWING
LANGUAGE
FAIAKO MA’A TONGA LOVE COMMITMENT TEAM WORK RESPECT
DE-CIPERHING - Faiako Ma’a Tonga 1. FAIAKO: •Teacher – profession, passion, calling (roles, professional practice, commitment, flexibility of strategies, varied pedagogies, facilitator, impart knowledge…etc) •Coincidental – pressured by society (families, influence of peers, unfulfilled dreams, no other option/opportunity, a quick & easy buck…etc)
DE-CIPERHING – (Cont’) 2. MA’A: •For (conjunction)
PROCESS
Formative – assessment ‘FOR’ learning = ma’a Summative – assessment ‘OF’ learning = ‘o
•FAIAKO ‘O TONGA = Teacher of Tonga PRODUCT
…HOW?
DE-CIPERHING – (Cont’) 3. TONGA: •Land (fonua) •People (kakai) •Families (famili/kainga) •Communities (kolo/’atakai) •Culture (anga fakafonua) •Heritage (tukufakaholo) •Sustainability of our futures (ma’uma’uluta)…etc
As teachers & as teacher educators, we are held ACCOUNTABLE…
DEVELOPMENTS • Heightened awareness of roles & expectations when they are constructively shared through ongoing, supportive, collaborative & meaningful talanoa • Faiako as a learner is clearly understood & embraced •Breeding site for innovation & aspiration – t’ing/l’ing strategies • Development of the FATU Framework (2014)- Teacher education framework indicating essential attributes required for national teacher standards and ethics.
FATU The aims of the document are: i. To be a leading compass for teachers guiding professionalism and to maintain/uphold teacher integrity;
ii. To bring mutual understanding between learner, teacher, the ministry of education, government and involved stakeholders in terms of needs and aspirations; and iii. To measure and evaluate teacher professionalism according to Public Service Commission (PSC)…
F A T U (Cont’) F – Fatongia: (DUTY) A teacher’s duty to and in every aspect of the
educational spectrum – self, students, colleagues, ministry of education, government, involved stakeholders
A – ‘Atakai: (SOCIETY) Social construct of teacher’s environment such as school, classroom, home and community is impacted by his/her role as faiako
T – Taukei: (SKILLS) Pertain to a teacher’s skills, ability and innovation in teaching, teaching qualification, relational and behavioural conduct, rapport, counseling, spirituality, cultural knowledge and value
U – ‘Ulungaanga: (BEHAVIOUR/CONDUCT) Core Tongan values,
holistic development, and teacher readiness (preparation/enthusiasm)
RECOMMENDATIONS • Ensure the ‘conversations’ are ongoing & constructively developing ‘forward’ • Conduct comparable studies with students (trainees) • Encourage a community of talanoa/conversation amongst and with students • Ongoing professional development & capacity building • Ongoing national teacher conferences etc… to strengthen education in Tonga
MĀLŌ ‘AUPITO VINAKA VAKALEVU THANK YOU
