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dc.contributor.authorPorakari, Jamesen_NZ
dc.contributor.authorEdwards, Francesen_NZ
dc.date.accessioned2019-02-25T02:21:42Z
dc.date.available2017en_NZ
dc.date.available2019-02-25T02:21:42Z
dc.date.issued2017en_NZ
dc.identifier.citationPorakari, J., & Edwards, F. (2017). Empowering Solomon Islands’ beginning science teachers through the use of Appreciative Inquiry. Waikato Journal of Education, 23(1), 43–57. https://doi.org/10.15663/wje.v23i1.625en
dc.identifier.issn1173-6135en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/12372
dc.description.abstractThis paper reports on a study that investigated the potential of using Appreciative Inquiry for exploring the development of three beginning science teachers in the Solomon Islands. Using the four phases of an Appreciative Inquiry framework, the teachers followed a process that allowed their strengths to be identified through the analysis of their stories of best-taught lessons. The findings indicate that the teachers felt they had strengths in knowledge bases relating to planning and teaching generally, and to teaching and learning science specifically. The teachers were able to identify and suggest actions for sustaining and developing their identified strengths. Involvement in the Appreciative Inquiry process allowed the teachers to speak positively, affirming their practice, and gave them agency in planning for future professional learning. This study adds to the sparse literature on beginning science teachers’ strengths, in a Pacific context. This research suggests that through using an Appreciative Inquiry framework, beginning science teachers can be given the opportunity to identify strengths and positive elements of their teaching of science, and plan action to build on these strengths.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Researchen_NZ
dc.rightsThis article is distributed under the terms of the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/
dc.titleEmpowering Solomon Islands’ beginning science teachers through the use of Appreciative Inquiryen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v23i1.625en_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page43
pubs.elements-id226750
pubs.end-page57
pubs.issue1en_NZ
pubs.volume23en_NZ


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