scholarly journals Breaking the Boundaries of Prescription: Teachers’ Perceptions of Their Inclusive Pedagogic Practices in a Full Service School

2020 ◽  
Vol 4 (1) ◽  
pp. p77
Author(s):  
Ntsoaki Teresa Mokala
Keyword(s):  
Qualitative Study ◽  
Document Analysis ◽  
Daily Basis ◽  
Classroom Observations ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Inclusive Pedagogy ◽  
Pedagogic Practices

The present study investigated the extent to which teachers at a Full Service School in Soweto understand and practise the principles of a Full Service School. I focused on three teachers in the foundation phase. Classroom observations, individual semi-structured interviews and document analysis were used to generate data. This qualitative study was framed theoretically by Florian’s framework of inclusive pedagogy. Extrapolation of data suggests that teachers understand the concept of inclusion, make use of different teaching approaches and they indicate that there are quite a number of challenges they face on a daily basis.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

Language teachers’ perceptions of practitioner research

2019 ◽  
Vol 12 (5) ◽  
pp. 897-914
Author(s):  
Sabine Imad Arayssi ◽  
Rima Bahous ◽  
Rula Diab ◽  
Mona Nabhani
Keyword(s):  
Qualitative Study ◽  
Working Conditions ◽  
Design Methodology ◽  
Practitioner Research ◽  
Language Teachers ◽  
Structured Interviews ◽  
Content Type ◽  
Teachers Perceptions ◽  
Theory To Practice ◽  
Depth Interviews

Purpose The purpose of this paper is to examine language teachers’ perceptions of practitioner research to establish an understanding whether research comprises a fundamental component in their career. Design/methodology/approach A qualitative study was conducted with language teachers and coordinators from various schools in Lebanon. Questionnaires were distributed to 50 language teachers, followed by semi-structured interviews conducted with language coordinators, and in-depth interviews with language teachers who are practitioner researchers. Findings Results indicated that research is a minority activity for language teachers due to lack of time, overwhelming working conditions and lack of flexibility in the workplace. Research limitations/implications There was a lack of cooperation between teachers and coordinators. Originality/value This study provides teachers in Lebanon with the opportunity of transforming their voice through participating in and being agents of research rather than solely observing the process which attempts to bridge theory to practice.

scholarly journals The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words

2021 ◽  
Vol 11 (11) ◽  
pp. 726
Author(s):  
Debra Costley ◽  
Anne Emerson ◽  
Danielle Ropar ◽  
Elizabeth Sheppard
Keyword(s):  
Qualitative Study ◽  
Secondary Schools ◽  
Social Communication ◽  
Daily Basis ◽  
School Experience ◽  
Structured Interviews ◽  
Sensory Sensitivities ◽  
Inclusive Settings ◽  
Theoretical View ◽  
The Uk

Secondary schools are increasingly becoming inclusive of all students whatever their individual needs, but we question whether teachers understand enough about specific needs in order to effectively support all their students. Research indicates that autistic students often struggle with aspects of school (conformity; social communication; sensory challenges; bullying) but very few studies ask autistic adolescents about their experiences. One of the key elements of the school experience for autistic adolescents is the levels of anxiety experienced by many students on a daily basis. This research set out to explore the extent to which autistic students in secondary schools in the UK were able to recognise and reflect on their own anxiety. The eighteen participants in this co-produced qualitative study took part in semi-structured interviews planned by a team of autistic and non-autistic researchers. The themes that emerged from this study, in terms of triggers for anxiety, included other people’s behaviour, fear of the unknown, and sensory sensitivities. A theoretical view of their difficulties concurs with the concept of intolerance of uncertainty. Our data suggest that autistic students continue to experience high levels of anxiety throughout their secondary education, despite supports put in place by some schools. Strategies are highlighted that could be implemented by all schools to promote truly inclusive settings.

scholarly journals Exploring the Strategies of Teachers to Integrate Tauhid in Teaching Science and History in Selangor, Malaysia

2021 ◽  
Vol 1 (2) ◽  
pp. 89-102
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Irnie Victorynie ◽  
Ahmad Syauqi Fuady
Keyword(s):  
Secondary School ◽  
Thematic Analysis ◽  
Teaching Methods ◽  
Group Discussion ◽  
Teaching Science ◽  
Classroom Observations ◽  
Teaching Approaches ◽  
Teachers Perceptions ◽  
Methodological Triangulation

This study examines the teachers’ strategies to integrated Tawheed in teaching at Al-Amin Islamic Secondary School, Selangor. The purpose of this study is to explore the teachers’ perception of integrating Tawheed in teaching and to examine the strategies that have been practiced by teachers to integrated Tawheed in teaching. The teachers were purposively selected based on their experiences in teaching. This research employed a qualitative design by using the case study. The methodological triangulation was used for collecting the data, and the data was collected from oral interviews and classroom observations. A total of 5 teachers from Al-Amin Islamic Secondary School were selected to be interviewed and observed in the classroom. The data was analyzed using thematic analysis. The data from the interviews and observations were transcribed and the keywords were identified. Then, to start analysing the data, the researchers identified the theme and generated the sub-themes for further exploration. The findings showed that teachers’ perceptions in integrating tawheed in teaching were important to increase faith in Allah. Also, the researchers foundtwo strategies which were implemented by the teachers to integratetawheed in teaching namely teaching approaches and teaching methods. In teaching approaches, the teachers used both deductive and inductive approach. Besides, in teaching methods, the teachers applied story-telling, demonstrations and group discussion forintegrating tawheedto the students.

A Qualitative Study of Teachers' Understanding of Sustainability

2015 ◽  
pp. 206-234 ◽  
Author(s):  
Hsiaowei Cristina Chang ◽  
Resa Marie Kelly ◽  
Ellen P. Metzger
Keyword(s):  
Qualitative Study ◽  
Real World ◽  
Comparative Method ◽  
Social Equity ◽  
Three Dimensions ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
The Social ◽  
Constant Comparative Method ◽  
Constant Comparative

This qualitative study was focused on exploring how in-service teachers' who were attending a three-day “Educating for Sustainability” workshop made sense of sustainability. Another goal of this study was to examine teachers' perceptions of the portrayal of the three dimensions of sustainability (environment, economy and social equity) in short movies that served as “real world” exemplars of sustainability that were freely available online through YouTube or other websites. Data was collected largely through individual semi-structured interviews, but also through questionnaires and written and drawn documentation. The findings, obtained through the constant-comparative method of coding, indicated that teachers' spontaneous descriptions of sustainability emphasized the environmental and economic dimensions of sustainability, but overlooked the equity dimension of sustainability. The videos helped teachers incorporate the 3E's into their sustainability discussions when all three dimensions were addressed, but when the social equity dimension was missing, then it tended to go unnoticed.

A Game-Based Content and Language-Integrated Learning Practice for Environmental Awareness (ENVglish)

2022 ◽  
pp. 510-531
Author(s):  
Meltem Huri Baturay ◽  
Ahmet Erdost Yastibaş ◽  
Gonca Yangin Ekşi ◽  
Cafer Ahmet Çinar
Keyword(s):  
Qualitative Study ◽  
Information Literacy ◽  
Environmental Awareness ◽  
Digital Games ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Mobile Game ◽  
Teachers Perceptions ◽  
Efl Students ◽  
Development Phases

Increasing human activities in the environment have created severe effects; therefore, handling such effects by raising environmental awareness through several ways has become significant to sustain the environment, which can enhance 21st century skills including critical thinking and information literacy. Digital games can be used for this because they create an environment for learning with higher engagement, motivation, and excitement besides fostering cognitive attainment and retention. Accordingly, a mobile game-based content and language-integrated learning practice (an educational digital game called ENVglish) was developed to raise EFL students' environmental awareness in this qualitative study. During the design and development phases of the game, students' and teachers' perceptions regarding it were collected with semi-structured interviews. The data were content analyzed. The findings indicated that both students and teachers had positive perceptions about the game and that students could improve their English and have environmental awareness with the game.

scholarly journals And in My Dreams the Visions Cleared: Hegemony and struggle for land in Brazil

2016 ◽  
Vol 19 (2) ◽  
pp. 204-213
Author(s):  
Evelyne Medeiros Pereira
Keyword(s):  
Qualitative Study ◽  
Field Observation ◽  
Critical Analysis ◽  
World View ◽  
Document Analysis ◽  
Research Field ◽  
The State ◽  
Structured Interviews ◽  
Methodological Procedures ◽  
Political Mediation

Abstract The purpose of this article is to use the experience of the Landless Farmworkers Movement (MST) in the state of Ceará to identify the consequences of political mediation in the lives of subjects involved in the struggle for land, especially for their world view, indicating the contradictions and impasses in the construction of a new hegemony. It is an analytical and qualitative study supported by bibliographic research, field observation, document analysis and semi-structured interviews. The theoretical-methodological procedures were conducted with a critical analysis and the results obtained represent an attempt to approach the historical and procedural reality.

scholarly journals Εμπειρίες και βιώματα μητέρας παιδιού με σύνδρομο Down: μια μελέτη περίπτωσης

2021 ◽  
Vol 26 (1) ◽  
pp. 264
Author(s):  
Μαρία Μαρκοδημητράκη ◽  
Μαρία Κυπριωτάκη
Keyword(s):  
Down Syndrome ◽  
Intensive Care ◽  
Qualitative Study ◽  
Female Child ◽  
Daily Basis ◽  
Intervention School ◽  
Structured Interviews ◽  
Family Network ◽  
Children With Down Syndrome

Parents of children with Down syndrome face many challenges and have various needs related to their children’s difficulties. The purpose of this qualitative study is to detect the experiences of a mother of a female child with Down syndrome. More specifically, through semi-structured interviews, the study aims to explore the feelings of the mother, her involvement in the child’s life, as well as her relationships with the familial and social context. The results showed that the mother is significantly involved in her child’s life and faces various difficulties (e.g. acceptance of the child and her intensive care) on a daily basis, which she copes with supported by the intra-family network. By understanding the experiences of the specific mother, as the latter are examined in the present qualitative study, important issues emerge, related to diagnosis and early intervention, school integration of a child with Down syndrome, the role of family members in her education and therapy, as well as concerns regarding her future.

scholarly journals Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile

2021 ◽  
Vol 23 (2) ◽  
pp. 141-154
Author(s):  
Leonardo Veliz ◽  
Scott Smith
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Figurative Language ◽  
English Teachers ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions

This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.

scholarly journals Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue

2019 ◽  
Vol 8 ◽  
pp. 25-52
Author(s):  
Alina Kakunde Niipare
Keyword(s):  
Student Teachers ◽  
Mother Tongue ◽  
Document Analysis ◽  
Classroom Observations ◽  
Medium Of Instruction ◽  
Sociocultural Perspective ◽  
Structured Interviews ◽  
African Languages ◽  
Language Data ◽  
Initial Literacy

Scholars of language teaching agree that the development of initial literacy is best achieved when taught in the mother tongue. Namibia’s language policy for schools prescribes teaching using mother tongue or the predominant local language as a medium of instruction during the first three years of schooling. This study reports on a study of how Namibian lecturers prepare student teachers to teach literacy in mother tongue (Oshikwanyama and Oshindonga) dialects of Oshiwambo language. Data were collected through classroom observations, semi-structured interviews and document analysis. Content analysis was used to analyse the data. The main findings are that most of the lecturers were proficient in the languages in question and they fluently explained the literacy content in Oshikwanyama and Oshindonga. However, the preparation was constrained by a lack of prescribed books in the African languages. The study aims at filling a gap in the literature on how Namibian student teachers are prepared to teach literacy in mother tongue grounded within a sociocultural perspective.

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