Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies

Autor/in	Baran, Mukadder
Titel	Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies
Quelle	In: Journal of Baltic Science Education, 18 (2019) 6, S.848-865 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Baran, Mukadder)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Barriers; Urban Areas; Mathematics Teachers; Science Teachers; High School Students; Socioeconomic Influences; Student Characteristics; Attention Span; Student Interests; Prior Learning; Teaching Styles; Communication Skills; Teacher Competencies; Pedagogical Content Knowledge; Classroom Techniques; Indo European Languages; Comparative Education; Foreign Countries; Disadvantaged Environment; United Kingdom (Wales); Turkey + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sozioökonomischer Faktor; Studieninteresse; Vorkenntnisse; Lehrstil; Unterrichtsstil; Kommunikationsstil; Lehrkunst; Pädagogische Kompetenz; Klassenführung; Indoeuropäisch; Vergleichende Erziehungswissenschaft; Ausland; Türkei
Abstract	The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers' lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students' attention span, and interest; and regarding teachers-based barriers, teachers' lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01