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Exploring the Lived Experiences of Grade 12 Teachers Preparing Students for Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Lived Experiences of Grade 12 Teachers Preparing Students for Higher Education./
作者:	Gvojich, Shelley Lynne.
面頁冊數:	1 online resource (251 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30171996click for full text (PQDT)
ISBN:	9798358408715

Exploring the Lived Experiences of Grade 12 Teachers Preparing Students for Higher Education.
Gvojich, Shelley Lynne.

Exploring the Lived Experiences of Grade 12 Teachers Preparing Students for Higher Education. - 1 online resource (251 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2022.

Includes bibliographical references

This study investigated the lived experiences of grade 12 teachers preparing students for higher education in a mid-sized district in Western Canada. Students often struggle with the transition to higher education (Meehan & Howells, 2018; Ostafichuk et al., 2019). Recent data from the British Columbia Ministry of Education Student Learning Surveys indicate that students are dissatisfied with their preparation for higher education (Education, 2018). Furthermore, the most recent iteration of the British Columbia provincial curriculum has left many teachers uncertain about the nature of their role in preparing students for higher education. This study used Interpretive Phenomenological Analysis (IPA) to explore teachers' lived experiences. Eight grade 12 Science and Maths teachers were selected using purposive sampling to participate in semi-structured interviews. They were asked to describe their experience preparing students for the transition to higher education. Analysis followed the IPA approach as suggested by Smith, Flowers, and Larkin (2009). Findings indicate that socio-cultural factors such as school size and classroom culture, influence teacher experience. Furthermore, participants experienced misalignment between high school and higher education practice and pedagogy which produced feelings of conflict about what constitutes meaningful assessment and how hard one should be on one's students as it relates to supporting their transition to higher education. Within supporting this transition, teachers experienced cognitive dissonance about their role as a teacher related to their professional identity and their beliefs about the purpose of education. While research on teacher experience, especially in the context of preparing students for higher education, is limited, research that includes the element of conflict is absent in the literature. This study contributes to the literature by looking at teacher experience within critical curriculum reform, especially as it relates to how secondary teachers prepare students for higher education. This avenue of curriculum reform and teacher experience has been relatively unexplored within the literature, certainly within the Canadian context. This includes emphasising how students can gain the skills necessary for the transition to higher education (or the workforce) while still in secondary school and the role that teachers can play in developing these skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358408715Subjects--Topical Terms:

2122828
Pedagogy.
Index Terms--Genre/Form:

542853
Electronic books.

Exploring the Lived Experiences of Grade 12 Teachers Preparing Students for Higher Education.
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520 $a This study investigated the lived experiences of grade 12 teachers preparing students for higher education in a mid-sized district in Western Canada. Students often struggle with the transition to higher education (Meehan & Howells, 2018; Ostafichuk et al., 2019). Recent data from the British Columbia Ministry of Education Student Learning Surveys indicate that students are dissatisfied with their preparation for higher education (Education, 2018). Furthermore, the most recent iteration of the British Columbia provincial curriculum has left many teachers uncertain about the nature of their role in preparing students for higher education. This study used Interpretive Phenomenological Analysis (IPA) to explore teachers' lived experiences. Eight grade 12 Science and Maths teachers were selected using purposive sampling to participate in semi-structured interviews. They were asked to describe their experience preparing students for the transition to higher education. Analysis followed the IPA approach as suggested by Smith, Flowers, and Larkin (2009). Findings indicate that socio-cultural factors such as school size and classroom culture, influence teacher experience. Furthermore, participants experienced misalignment between high school and higher education practice and pedagogy which produced feelings of conflict about what constitutes meaningful assessment and how hard one should be on one's students as it relates to supporting their transition to higher education. Within supporting this transition, teachers experienced cognitive dissonance about their role as a teacher related to their professional identity and their beliefs about the purpose of education. While research on teacher experience, especially in the context of preparing students for higher education, is limited, research that includes the element of conflict is absent in the literature. This study contributes to the literature by looking at teacher experience within critical curriculum reform, especially as it relates to how secondary teachers prepare students for higher education. This avenue of curriculum reform and teacher experience has been relatively unexplored within the literature, certainly within the Canadian context. This includes emphasising how students can gain the skills necessary for the transition to higher education (or the workforce) while still in secondary school and the role that teachers can play in developing these skills.
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