Research Thesis In Education

This is to unveil the complexities surrounding this kind of teaching as the fundamental meanings of our lived experiences are still overlooked.My interest in this particular topic originally stemmed from my personal experiences as a teacher and the experiences of some of my colleagues.Studying the lived experiences of teachers in Elementary can give first, to the policymakers. This can be basis for policy solutions to the dilemma such as how to ensure sufficient supply without lowering the bar, which would simultaneously upgrade the quality and attractiveness of the job and many other educational policies.

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Its purpose is to address the need to understand their experience, to ask how fundamental are their lived experiences and to focus on what is actually happening.

Purpose of the Study The purpose of this qualitative phenomenological study is to explore common themes from lived experiences of major teachers like me who are teaching in the elementary level.

Hence, this thesis offers new understanding about the experiences in positions with implications for the improvement of retention of teachers and the provision of quality education to students.

Furthermore, the thesis answers to a need to understand these experiences better to develop suitable support and management for these positions, keeping in mind that they are the resources who direct the outcome of learning. 7 understanding social practice since the two concepts are produced and reproduced in relation to each other through social practice.

This impacts the learning of the students (United States Education Department, 2010).

In addition, apart from the problem in student learning as a result of having teachers, US studies reveal the reality of attrition.One of the least recognized causes of these issues is the phenomenon where teachers are made to teach subjects for which they have little education or training.This has been an important but long recognized problem in schools and in education in general (Cobbold, 2010).As featured Wintersgill (2006) in her report about this phenomenon, teachers in the Philippines who has a certification in one subject continue to be delegated frequently to teach classes in additional subjects for which they are often not qualified and prepared.4 Moreover, Hobbs (2013) as well as Mc Conney and Price (2009) that the complicated lived experiences of these teachers are insufficiently researched, and insufficient research means insufficient understanding.The job of teaching, to my surprise, is very complex.One of the major complexities I quickly discovered, was teaching not in field of study.Being a teacher myself, my passion to support teachers and aid them to reach their full potential within their classrooms motivated me to address this phenomenon. What are the difficulties and triumphs of teachers teaching in the public elementary schools? Drawing on the theoretical constructs of social field theory, I presented several pervasive discourses, or dispositions, as narrated the noneducation teachers.These discourses highlighted negotiations of conflicting fits during their teacher education field experience.Though few studies were done regarding this issue (Ingersoll Curran, Feng, Centre for the Future of Teaching and Learning, Mc Conney Price, 2009), which takes into account the prevalence of teaching, it is surprising that there were no accurate statistical data that reveal how great the number of teachers in the teaching field.This leads to setting the issue aside and giving training program for the said teachers.

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