Teachers’ Best Practices: A Phenomenological Philosophy

Jonifer Dultra

doi:10.37899/journallaedusci.v3i3.678

Jonifer Dultra Cebu Normal University, Philippines

DOI: https://doi.org/10.37899/journallaedusci.v3i3.678

Keywords: Theory of Teachers’ Practices, Grounded Theory, Phenomenological Philosophy

Abstract

The purpose of this study is to explore the perceptions of teachers in the field in order to generate a theory from teachers’ best practices. This qualitative study utilized a survey questionnaire and followed a Straussian grounded-theory design to guide the coding and collection of interview data to identify emerging categories and generate such theory. The researcher had collected data through interviews with 15 respondents who are regular/permanent secondary school teachers. A constantant comparative analysis of the data were generated on teachers’ best practices theory. This emergent theory states that the perception of teachers’ practices will matter that there is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to the school and student outcomes.

References

Barnett, R. (1997). Higher education: A critical business. McGraw-Hill Education (UK).

Barnett, R. (2000). University knowledge in an age of supercomplexity. Higher education, 40(4), 409-422.

Bottery, M. (2013). Professionals and policy: Management strategy in a competitive world. Routledge.

Bryant, M. T. (2003). The portable dissertation advisor. Corwin Press.

Carr, D. (1994). Educational enquiry and professional knowledge: towards a Copernican revolution. Educational Studies, 20(1), 33-52.

Carr, D. (1996). The moral role of the teacher. Scottish Consultative Council on the Curriculum.

Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research (Lewes, Sussex: Falmer).

Elliott, J. (Ed.). (2011). Reconstructing teacher education (Vol. 221). Routledge.

Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. philpapers.org

Furlong, J. (2000). Intuition and the crisis in teacher professionalism. The intuitive practitioner: On the value of not always knowing what one is doing, 15-31.

Furlong, J., & Maynard, T. (2012). Mentoring student teachers: The growth of professional knowledge. Routledge.

Humphreys, M., & Hyland, T. (2002). Theory, Practice and Performance in Teaching: professionalism, intuition, and jazz. Educational Studies, 28(1), 5-15.

McIntyre, J., & Symes, C. (Eds.). (2000). Working knowledge: The new vocationalism and higher education. Society for Research Into Higher Education & Open University Press.

Rowland, S. (2000). Healthy marriage is on the rocks. Times Higher Education Supplement, 28-29.

Schon, D. (1983). The Reflective Practitioner (Neww York, Basic Books). SchonThe Reflective Practitioner1983.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

Stenhouse, L. (1975). An introduction to curriculum research and development. archives.umc.edu.dz

Vygotsky, L. S. (1966). Igra i ee rol’v psikhicheskom razvitii rebenka. Voprosy psikhologii, 6, 62-76.