From Mainstream School to Pupil Referral Unit: A Change in Teachers' Self-Understanding

Autor/in	Farouk, Shaalan
Titel	From Mainstream School to Pupil Referral Unit: A Change in Teachers' Self-Understanding
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 1, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.848518
Schlagwörter	Foreign Countries; Self Concept; Teacher Attitudes; Females; Secondary School Teachers; Teacher Persistence; Nontraditional Education; Referral; Special Schools; World Views; Phenomenology; Secondary Schools; Teacher Motivation; Satisfaction; Special Education; Teacher Student Relationship; Psychological Patterns; Interviews; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Lehrerverhalten; Weibliches Geschlecht; Non-traditional education; Alternative Erziehung; Special school; Sonderschule; World view; Weltanschauung; Phenomenological psychology; Phänomenologie; Psychologie; Sekundarschule; Zufriedenheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik
Abstract	As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers' self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10