Guiding a life skills teacher in conducting action research to improve interactive teaching strategies /
This study reports on the exploration of an Omani teacher' experience who teaches Life Skills (LSs) subject of grades 5-10 on the participatory process of engaging in guided AR to improve her Interactive Teaching Strategies (ITSs), challenges and its influence on the improvement of her applicat...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur:
Institute of Education, International Islamic University Malaysia,
2013
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | This study reports on the exploration of an Omani teacher' experience who teaches Life Skills (LSs) subject of grades 5-10 on the participatory process of engaging in guided AR to improve her Interactive Teaching Strategies (ITSs), challenges and its influence on the improvement of her application. Furthermore, it reports on her views and understandings of IT and her implementation. The underlying reason for this study is Oman's engagement in educational reforms that are aimed at improving its efficiency to fit the needs and challenges of globalization; this includes improving application of IT and personal professional development of new and existing teachers. Thus, taking a look at a micro aspect of this larger endeavour, the researcher sought to understand: LSs teacher experiences in engaging in AR to improve ITSs and its influence. The field research was divided into three phases: pre-intervention, intervention and post-intervention and involved interviews, observations and teacher self-evaluation reports. Although the study presents a case study of a teacher its micro Phenomenological approach provides rich information on the effectiveness of AR based classroom for professional development in the context of Oman. It also gives an insight to the life of a teacher which is usually ignored in top-down implementations of policies and plans, thus putting pressures on a group that is not fully understood in the context of their personal and professional life. The findings illustrate both the positive and negative dual nature of LSs teacher's experience in application of AR. The teacher was able to accomplish a good transformation of her understanding in some of IT principles and better application in her teaching. She moved from fully depending on her demonstration of the learned activities to providing discovery learning. On the other hand, despite of her acknowledging its positive influence she experienced difficult time in conducting the AR due to lack of support, poor resources, time constrain and other issues. Its micro approach provides rich information on the effectiveness of AR based classroom for professional development in the context of Oman. It also contributes to providing an understanding on the issues that hinder the application of AR to support teacher's professional development and why AR is needed. The significance of the study for lies in the fact that it has created the setting for further research to examine more teachers' experiences in other levels and points out elements that are specific to Oman that would contribute to developing better and focused teacher training methods for IT and AR implementation. |
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| Physical Description: | xv, 266 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 215-238). |