Abstract
The Ula is a Pacific tradition where a garland made of flowers or chocolate is gifted to others as a sign of respect and appreciation. This Samoan practice has been introduced in a programme for Specialist Teachers at Massey University, New Zealand, in a digital form - and is used as a non-formal recognition of peers. As an extension to digital badging, it is used to reinforce engagement and application to practice for Resource Teachers in the Specialist Teaching programme. The Specialist Teaching programme is a national 2-year postgraduate qualification for 400 experienced teachers annually to become specialised Resource teachers. The role of the Resource Teacher is to support families, teachers and systems to cater more effectively for all learners in an inclusive education system. The journey is often transformative for these Resource Teachers as they re-story themselves as change agents for a more equitable society. The programme’s hybrid approach cultivates a national interprofessional network through face-to-face opportunities and an online learning community. Alongside their growing specialist domain knowledge, resource teachers can struggle to evidence the less tangible competencies required to support learners with additional needs (e.g. building relationships, disrupting inequitable practices). The research outlined in this presentation explored the value students place on giving and receiving ula; the professional competencies typically recognised, and how this process shapes the interprofessional network within and beyond study. This paper summarises the importance of non-formal validation of competencies as part of students’ overall self-assessment of learning, growth, collaboration and impact.
Presenters
Wendy Holley BoenOverall Coordinator - Specialist Teaching, Institute of Education, Massey University, Auckland, New Zealand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
New Digital Institutions and Spaces
KEYWORDS
DIGITAL BADGING, PEER VALIDATION, NON-FORMAL ASSESSMENT, PROFESSIONAL COMPETENCIES
