It's a balloon Sir!: Cultural Adaptations in Beginning TF Teachers - PowerPoint PPT Presentation

dot
it s a balloon sir cultural adaptations in beginning tf teachers n.
Skip this Video
Loading SlideShow in 5 Seconds..
It's a balloon Sir!: Cultural Adaptations in Beginning TF Teachers PowerPoint Presentation
Download Presentation
It's a balloon Sir!: Cultural Adaptations in Beginning TF Teachers

play fullscreen
1 / 21
Download Presentation
It's a balloon Sir!: Cultural Adaptations in Beginning TF Teachers
94 Views
Download Presentation

It's a balloon Sir!: Cultural Adaptations in Beginning TF Teachers

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. It's a balloon Sir!: Cultural Adaptations in Beginning TF Teachers Alison Hramiak

  2. Today's Talk • Purpose of research - why I did it • How I did it • Data collected • Some analysis and findings • Where to from here

  3. Focus is on Cultural Adaptations of Beginning Teachers

  4. Initial Research Questions • What cultural differences and challenges can arise and are met by teachers during their first year of teaching when they are placed in a school that is culturally very different from their own background? • How do these teachers rise to the challenges they face and overcome?

  5. Why this angle? • Much has been done on beginning teachers and impact/issues/adaptations of practice • Little (if any) done on cultural adaptations • Though there is research out there on using cultural angles with the development of teachers • But not for TF (to my knowledge)

  6. Cont., • TF lends itself to exploring this because of it's mission statement which is partly to put high level graduate into challenging schools • So, this fit in with my Research Informed Teaching and interested me from the start OPPORTUNITY +

  7. How I did it • Small case study with 5 participants teaching various subjects in an urban, challenging, 97% Ethnic school • Mixed methods approach. • Rich in data. • Ethical documentation completed. • All participants gave written consent at start – when I was ‘unknown’ to them

  8. Cont., • 3 participant surveys over the academic year eliciting views on their experiences and focussing in on cultural challenges and issues and adaptations to practice • Followed up with focus gp at end of year • Semi structured interview with school professional mentor • Multiple observations of teaching over the year (min of 6 per student)

  9. Data • 3 x survey sets from participants • 1 x interview notes from school mentor • 30 observation reports • Focus group notes

  10. Cont., • Analysis of initial survey data allowed me to redirect subsequent surveys to focus in on the cultural angle in more detail • Analysis of all survey data enabled me to direct focus group questions and semi structured interview questions so that the different methods were focussing on the initial research questions

  11. From the surveys • Cultural differences a major concern, e.g. male students lack of respect for women teachers • Children try to use cultural differences for excuses but starting to get hang of it • Poor relations between gender affects teaching • Answer back in another language • Sometimes miss references Analysis and Findings • Needed to be better prepared, e.g. some simple Urdu phrases

  12. Adapting practice to fit in with the school • Use of handshaking, and terms like respect and disrespect with pupils • Adapting level for EAL students • Observation records show that lessons would need to be adapted for the cultural differences in school • Analysis and Findings

  13. Analysis and Findings

  14. Curriculum Versus Pupil “The biggest barrier to learning is the lack of cultural references to draw on…”

  15. Theoretical underpinnings (so far) • Grounded in ideas of culture – the difference in cultural capital between the teachers and the pupils (Bordieu, 1983) • Exploring the origins of the new meanings fashioned by, and new strategies employed by the teachers in order to relate better to their pupils (some links to ‘habitus’ here) • Also Bruner (1996) looking at how new teachers from different backgrounds can add to the outlook of their pupils – fitting ways of knowing to the needs of the culture

  16. But maybe… • Maybe it’s the difference between pupil and the curriculum they are forced to follow • Certainly seems so in English

  17. And… • The trainees were having to adapt their teaching to fit in with the school and its curriculum – not wishing to ‘rock the boat’ at such an early stage in their careers. • Pressure of conforming to departmental requirements rather than being creative and innovative as their reflections demanded

  18. Mind the gap… • The gap seems to be between the curriculum and the cultural background of the pupils – according to their teachers • Not between the teachers and their pupils, both of whom benefit from the diversity they bring to each other.

  19. Was it worth it? • Bordieu not necessarily a ‘neat’ fit but worth looking at because it makes us (me) think more about what we’re (I’m) trying to understand (Nash, 1999). • Intention is to add to the body of knowledge about beginning teachers and their issues • If in doing so, trainees can be better prepared in the future, then it was worthwhile • Even if all they needed was “ a few simple Urdu phrases”

  20. Where to now… • Write up for conference presentations and journal submissions - ongoing • Disseminate the findings within Teach First here at Hallam (Yorks and Humberside Region) and possibly nationally at TF conference • Explore ways of extending the research further

  21. References and draft paper available if required • A.Hramiak@shu.ac.uk