scholarly journals Classroom Teachers’ Perceptions of Difficult Children: A Phenomenological Study

2020 ◽  
Vol 9 (25) ◽  
Author(s):  
Serap SARICELIK ◽  
Ahmet SABAN
Keyword(s):  
Phenomenological Study ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
Difficult Children

scholarly journals Investigating Prospective Social Studies Teachers’ Perceptions of European Union through Metaphor Analysis

2017 ◽  
Vol 5 (3) ◽  
pp. 34
Author(s):  
İsmail Hakan Akgün
Keyword(s):  
European Union ◽  
Social Studies ◽  
Teacher Candidates ◽  
Phenomenological Study ◽  
Religious Community ◽  
The European Union ◽  
Metaphor Analysis ◽  
Teachers Perceptions ◽  
Social Studies Teacher ◽  
The Eu

The purpose of this study is to investigate metaphors developed by social studies teacher candidates about the European Union. 185 second, third and fourth year social studies teacher candidates participated in the study. This study was designed as a phenomenological study and matephor analysis was conducted. At the end of the study, the students developed 168 metaphors about the European Union. The metaphors developed by the students were grouped into 4 categories after coding and extracting phases. The categories were (1) a religious community, (2) a seemingly powerful but decadent formation, (3) a powerful formation and (4) does anything for its own interest. It was determined in the study that the students perceived the EU mostly as a powerful formation (36.14%), followed by a religious community (34.33%), does anything for its own interest (20.48%) and a seemingly powerful but decadent formation (8.43%).

scholarly journals MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

2020 ◽  
Vol 3 (2) ◽  
pp. 62-76
Author(s):  
Nurul Ainna Hashim ◽  
Nurliana Dalila Shaari
Keyword(s):  
Flipped Classroom ◽  
Classroom Teachers ◽  
Learning Approach ◽  
Flipped Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Fast Development ◽  
History Of ◽  
Lecture Session ◽  
Structured Questionnaire

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

Teachers Perceptions of Effects of a Student's Death: A Phenomenological Study

2013 ◽  
Vol 66 (4) ◽  
pp. 301-311 ◽  
Author(s):  
Linda Hart ◽  
Yvonne Garza
Keyword(s):  
Lived Experiences ◽  
Phenomenological Study ◽  
School Setting ◽  
Grief And Loss ◽  
School Teachers ◽  
School Professionals ◽  
Teachers Perceptions ◽  
Academic Time

When a student dies in a school setting many school professionals step in and offer grief services to the students affected. In the classrooms, teachers are expected to step in and help the students grieve; however, equivalent support for teachers seems to be lacking. This study explored the lived experiences of teachers who experienced the unanticipated death of a student. From the analysis, the following themes emerged: (a) releasing feelings, (b) resources (c) lost academic time and redirection, and (d) honoring the memory. The results of this study reinforce the need for training for school teachers to help them better cope with the death of a student. Particularly, school professionals are called on to be proactive in creating a model to have in place to actively support teachers dealing with the grief and loss of a student.

scholarly journals Talking Story: Understanding Culture-based Curricula

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Jamie Dela Cruz
Keyword(s):  
Data Analysis ◽  
Student Engagement ◽  
Phenomenological Study ◽  
Teachers Perceptions ◽  
Hands On ◽  
Challenges And Opportunities ◽  
Culture Based Education ◽  
Hands On Learning ◽  
Hawaiian Culture ◽  
Meaningful Experiences

<p>The phenomenological study investigated the perceptions of teachers who implemented a culture-based curriculum at an elementary school on Oahu. Aloha ‘Āina is a culture-based curriculum with instruction and student learning grounded in the values, norms, knowledge, beliefs, practices, experiences, and language that are the foundation of the Hawaiian culture. Eight teachers were interviewed after they used the culture-based curriculum in their classrooms during one semester. Data analysis revealed four categories: teachers’ initial experiences, student engagement, challenges and opportunities, and meaningful experiences. Teachers were challenged by the culture-based education program and teachers’ perceptions of the Aloha ‘Āina curriculum were positive, most agreeing that it helped students to learn and improve student engagement through hands-on learning in and outside of the classroom.</p><p><em>Keywords:</em> Aloha ‘Aina, culture-based curricula, place-based education,</p>

scholarly journals Religious Instruction for Students with Autism in an Inclusive Primary School

2021 ◽  
Vol 20 (12) ◽  
pp. 139-158
Author(s):  
Hakiman Hakiman ◽  
Bambang Sumardjoko ◽  
Waston Waston
Keyword(s):  
Primary School ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Participant Observation ◽  
Islamic Education ◽  
Classroom Teachers ◽  
Interactive Approach ◽  
Religious Instruction ◽  
Students With Autism ◽  
Teachers And Parents

This study describes religious instruction for students with autism conveyed by classroom teachers, Islamic Education teachers, shadow teachers, and parents through a mentoring program in school and family environments. This qualitative phenomenological study was carried out in an inclusive primary school in Surakarta, Central Java, Indonesia. Five students with autism and their parents, five classroom teachers, five shadow teachers, and three Islamic Education teachers were involved in this study. Data were collected through in-depth interviews, participant observation, documentation, and focus group discussions (FGDs). They were analyzed using interpretative phenomenological analysis and an interactive approach. This study reveals that optimal outcomes of religious instruction entail collaboration among Islamic Education teachers, classroom teachers, shadow teachers, and parents with the assistance of psychologists, counsellors, therapists, pedagogues, and school policies. Such collaboration is particularly required in the implementation of an adaptive curriculum, lesson plans, learning implementation, evaluation, mentoring and the habituation of worship. The modification of learning methods, media, and evaluation is also required.

scholarly journals Teachers’ perceptions on development and implementation of History 2167 syllabus in Zimbabwe

2021 ◽  
Vol 16 (3) ◽  
pp. 916-927
Author(s):  
Walter Sengai ◽  
Matseliso L. Mokhele
Keyword(s):  
Teacher Perceptions ◽  
Phenomenological Study ◽  
Implementation Process ◽  
Successful Implementation ◽  
History Teachers ◽  
Teachers Perceptions ◽  
Qualitative Phenomenological ◽  
Curriculum Decisions ◽  
Qualitative Phenomenological Study ◽  
Curriculum Reforms

The purpose of this study is to examine the perceptions of teachers on the development and implementation process of the History 2167 syllabus reform in Zimbabwe. Successful implementation of syllabus reforms depends on teachers’ ownership and knowledge about the reform ideas. Teachers are the closest individuals to the circumstances of the decisions made and their role as implementers gives them a significant influence on curriculum decisions. However, studies on syllabus development and implementation have often explored these processes using the input from other stakeholders while overlooking teacher perceptions. Data for this qualitative phenomenological study were generated from transcripts of in-depth interviews with five purposively sampled history teachers drawn from five secondary schools in the Glen. View/ Mufakose District in Harare Metropolitan Province. Findings showed that the success of curriculum reforms largely rests on the shoulders of teachers, since they are the ones who put reform ideas into practice. We conclude that in order for curriculum reforms to succeed, the policy-makers and teachers should work harmoniously to cultivate appropriate instructional practices. We recommend that teachers should actively participate in the syllabus development process, as well as have the power to influence the decisions about the implementation of the curriculum. Key words: development and implementation; History 2167 syllabus; syllabus reform; teachers’ perceptions.

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