Lived experience of teachers transitioning to new curriculum models: A phemomenological study

This phenomenological study focused on the essence of transitioning to new curriculum models based on the lived experience of twelve high school teachers from two private Catholic schools in Metro Manila. Utilizing Giorgis descriptive phenomenological method , the study sought an answer to the follo...

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Main Author: Hill, Minerva Reyes
Format: text
Language:English
Published: Animo Repository 2014
Online Access:https://animorepository.dlsu.edu.ph/etd_doctoral/386
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_doctoral-13852021-05-19T03:52:57Z Lived experience of teachers transitioning to new curriculum models: A phemomenological study Hill, Minerva Reyes This phenomenological study focused on the essence of transitioning to new curriculum models based on the lived experience of twelve high school teachers from two private Catholic schools in Metro Manila. Utilizing Giorgis descriptive phenomenological method , the study sought an answer to the following question: How do teachers describe their experience of transitioning to new curriculum models? Using the transcribed data interviews with the 12 teacher-participants, 378 life world meaning units were analyzed and transformed into educationally and psychologically sensitive expressions reached through the process of free imaginative variation. A general structure of the transitioning experience emerged from which four (4) constituents were distinguished, namely: (1) the nature of transitioning, (2) stages of transitioning, (3) transition management process, and (4) transitioning outcome thus revealing the essence of the phenomenon of transitioning as follows: Transitioning is a gradual, slow change process which may be psychological and/or emotional in nature experienced through the following stages: having initial resistance, embracing the change, striking a balance, and hitting the target or reaching mastery and managed through a distinct transition process which entails preparation, outlook/attitude, personality and strategies resulting in ones personal growth as a teacher and having an impact on students lives. An emergent conceptual framework on the meaning of the phenomenon of transitioning is presented along with the implications of the findings for educational leaders, for future researches and final recommendations. 2014-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_doctoral/386 Dissertations English Animo Repository
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
description This phenomenological study focused on the essence of transitioning to new curriculum models based on the lived experience of twelve high school teachers from two private Catholic schools in Metro Manila. Utilizing Giorgis descriptive phenomenological method , the study sought an answer to the following question: How do teachers describe their experience of transitioning to new curriculum models? Using the transcribed data interviews with the 12 teacher-participants, 378 life world meaning units were analyzed and transformed into educationally and psychologically sensitive expressions reached through the process of free imaginative variation. A general structure of the transitioning experience emerged from which four (4) constituents were distinguished, namely: (1) the nature of transitioning, (2) stages of transitioning, (3) transition management process, and (4) transitioning outcome thus revealing the essence of the phenomenon of transitioning as follows: Transitioning is a gradual, slow change process which may be psychological and/or emotional in nature experienced through the following stages: having initial resistance, embracing the change, striking a balance, and hitting the target or reaching mastery and managed through a distinct transition process which entails preparation, outlook/attitude, personality and strategies resulting in ones personal growth as a teacher and having an impact on students lives. An emergent conceptual framework on the meaning of the phenomenon of transitioning is presented along with the implications of the findings for educational leaders, for future researches and final recommendations.
format text
author Hill, Minerva Reyes
spellingShingle Hill, Minerva Reyes
Lived experience of teachers transitioning to new curriculum models: A phemomenological study
author_facet Hill, Minerva Reyes
author_sort Hill, Minerva Reyes
title Lived experience of teachers transitioning to new curriculum models: A phemomenological study
title_short Lived experience of teachers transitioning to new curriculum models: A phemomenological study
title_full Lived experience of teachers transitioning to new curriculum models: A phemomenological study
title_fullStr Lived experience of teachers transitioning to new curriculum models: A phemomenological study
title_full_unstemmed Lived experience of teachers transitioning to new curriculum models: A phemomenological study
title_sort lived experience of teachers transitioning to new curriculum models: a phemomenological study
publisher Animo Repository
publishDate 2014
url https://animorepository.dlsu.edu.ph/etd_doctoral/386
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