Teacher conversations : what happens when teachers talk
- Authors: Klitsie, Clara
- Date: 2014
- Subjects: Communication in education , Interaction analysis in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9457 , http://hdl.handle.net/10948/d1020081
- Description: Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching. It is hoped that the findings from the study will inform an understanding of the experience of dialogue in a reflective, peer group where teachers focus on exploring together “who they are” as teachers. It provides valuable insights of the personal and professional transformations which can take place for teachers participating in conversations which focus on their inner landscape. Furthermore, the study has the potential to inform South African teacher professional development programmes with approaches which focus on teacher vocational renewal and vitality.
- Full Text:
- Date Issued: 2014
- Authors: Klitsie, Clara
- Date: 2014
- Subjects: Communication in education , Interaction analysis in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9457 , http://hdl.handle.net/10948/d1020081
- Description: Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching. It is hoped that the findings from the study will inform an understanding of the experience of dialogue in a reflective, peer group where teachers focus on exploring together “who they are” as teachers. It provides valuable insights of the personal and professional transformations which can take place for teachers participating in conversations which focus on their inner landscape. Furthermore, the study has the potential to inform South African teacher professional development programmes with approaches which focus on teacher vocational renewal and vitality.
- Full Text:
- Date Issued: 2014
Teacher conversations: what happens when teachers talk
- Authors: Klitsie, Clara
- Date: 2014
- Subjects: Communication in education , Interaction analysis in education , Teachers -- Training of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9589 , http://hdl.handle.net/10948/d1021080
- Description: Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching.
- Full Text:
- Date Issued: 2014
- Authors: Klitsie, Clara
- Date: 2014
- Subjects: Communication in education , Interaction analysis in education , Teachers -- Training of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9589 , http://hdl.handle.net/10948/d1021080
- Description: Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching.
- Full Text:
- Date Issued: 2014
An analysis of teacher's skills in the identification of learners with behavioural and emotional problems
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
A self-reflection of my interactions, communication and relationship structures in the classroom
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
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