Classroom Teachers' Feelings and Experiences in Teaching Early Reading and Writing: A Phenomenological Study

Autor/in	Bastug, Muhammet
Titel	Classroom Teachers' Feelings and Experiences in Teaching Early Reading and Writing: A Phenomenological Study
Quelle	In: Education 3-13, 44 (2016) 6, S.736-750 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1009927
Schlagwörter	Teacher Attitudes; Reading Instruction; Writing Instruction; Phenomenology; Qualitative Research; Semi Structured Interviews; Foreign Countries; Grade 1; Elementary School Teachers; Stress Variables; Coping; Teacher Burnout; Psychological Patterns; Self Esteem; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Leseunterricht; Schreibunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewältigung; Burnout-syndrom; Burnout; Burnout-Syndrom; Self-esteem; Selbstaufmerksamkeit; Türkei
Abstract	The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through semi-structured interview questions. The data collected were analysed through descriptive and content analysis techniques and interpreted. The findings obtained throughout the study were categorised into two themes, namely, rising and decline periods that indicate positive and negative feelings and experiences. In the decline theme, teachers' feelings and experiences were interpreted considering the concepts of "stress and fear, struggling to survive or not to survive, inefficacy and exhaustion, feeling left alone and living everywhere." In the rising theme, teachers' feelings and experiences were interpreted considering the concepts of "happiness, self-confidence and socialization." The findings were discussed in the light of the related literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01