Abstract
AbstractInspiration for this study was drawn from the author’s background as an immigrant, and subsequently a teacher of immigrants. The study was conducted in state secondary schools in northern Italy.
The literature review revealed that there were few studies that featured secondary schools, and this is important to note since many students prematurely abandon their education at the secondary school stage. The existing gap in the research in this area inspired a phenomenological study that examined the daily routines of secondary school teachers through semi-structured interviews with twelve secondary school teachers in the north of Italy.
In most cases, teachers receive a great deal of information about their learners before the beginning of term This information includes their students’ reading and writing levels, behaviour records and family histories, which can be helpful but as this study will show, can also be a hindrance. Teachers use this information about their students to design lessons that meet their learning needs, and they select from a variety of teaching methods which include lectures, group projects and student designed lessons.
Findings from this study include identification of the need for graduate level teaching courses to include practical guidance on team teaching, and the application of theory to classroom practice. This should also be complemented by pre-service practical training. It is hoped that these findings, along with many of the other findings in this study, will be given careful consideration by academics in the field.
| Date of Award | 21 Feb 2024 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Andres Sandoval Hernandez (Supervisor) & Lizzi Milligan (Supervisor) |