Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1. To determine the
demographic profile of Non-IP
teachers teaching IP learners
as to their age, gender,
grade level taught, length of
service and number of
trainings attended,
3. To discover the
educational implications of
having Non-IP teachers
in the IP classrooms.
Statement of the Problem
This study seeks to answer the following questions:
Research Design
The research study is on phenomenological in nature.
Data will be collected from the participants and will be
analyzed qualitatively covering the challenges
experienced by Non-IP teachers teaching IP learners.
Phenomenology describes and interprets phenomena
within the context of human experiences.
Data Collection
The researcher will develop interview guide questions which
will be used to gather the teaching experiences,
point of view of teachers
occurring to their deployment
on teaching IP community.
Data Analysis
The data to be collected will be transcribed
by the aid of my expert friends and coteachers following these three steps: data
reduction, data display, and data conclusion
drawing and verification
Trustworthiness and
Ethical Considerations
are given great
importance in this study.
CHAPTER IV
DATA RESULTS
AND
DISCUSSIONS
School
Experience
Amadea
20
Brigida
20
Caren
30
Daisy
8
Jayson
30
Age Gender
Yrs. Of
Location
Trainings
Attended
54
F
57
17
34
45
32
16
3. Conclusion Drawing
and Verification- initial
thoughts about patterns
were developed.
Branch
Codes
IP
IPwords
wordsconnotes
connotesother
other
meaning
meaning
MultiMulti-IP
IPin
inaaclass
classwith
with
different
differentMT
MT
Literacy
Literacydifficulty
difficulty
Root
Codes
Language
Barrier
36.96*
Wearing
Wearingunwashed
unwashed
dresses
dresses
Improper
Improperdisposal
disposalof
of
trash
trash
Manner
Manner of
of talking
talking
Aged
Aged girl-students
girl-students resort
resort to
to
early
earlymarriage
marriage
Harvest
Harvestseason
seasonaffects
affects
attendance
attendance
Cultural
Differences
28.26*
experience:
Educate them kung unsa ang
tamang buhaton para dili
manimaho. Educate them kung
unsa dapat ang sanina suoton sa
balay, pag matulog, sa
eskwelahan, ug
dili dapat
balikon ang sanina ug
suot
kung wala pay laba.
Magpunas bago matulog. Tapos
pag maligo, dapat magsabon jud
According to Brigida:
By nature, sabaan jud na sila
kaayo. Ang ilang istorya murag
singka, pinasyagit. Dagku kaayo
sila og mga tingog. Actually,dili jud
ni sila mga isog nga mga bata, dili
ni sila magsige sinumbagay,
sabaan lang jud ni sila.
(Archive##2)
Caren said:
I do home visitation, talk to their
parents what are some problems
encountered by their children at
home that keep them from leaving
classes (most of them are absent)
only to find out its their culture that
they tend to help their parents in the
farm or at home which affects their
studies. (Archive##3)
Teacher
Modelling
Expose to reading
materials
Peer Coaching
Code swithching
Willingness to learn
ones culture
Branch Codes:
Root Codes:
Knowing IP worth in
learning
Strong Virtue of
Respect
Considering IP Beliefs
and Culture
Drawing out
IP s
Potentials
54.40%*
Matching
Teaching
Learning
Styles
45.60%*
Victorian Department of
Education and Early Childhood
Development states that a
disengaged IP student will
demonstrate none of the above
characteristics or they will have
a very poor attendance record,
and that students are at-risk of
becoming disengaged if they
demonstrate only some of these
characteristics (DEECD 2009).
Summary
Conclusion
And
Recommendation
Summary
This qualitative-phenomenological
study highlighted on a day to day
experience of the Non-IP teachers
teaching IP learners and how they
cope those challenges in an IP
classroom. This also tries to find out
answers on the problems posed in
the earlier chapter of this research.
Recommendations
Based upon the insights the
researcher
gained
from
the
informants in this study and the
review of the literature, the all
above mentioned issues of the
educational implications of Non-IP
teachers teaching IP learners be
bridged to fully give quality
access to education and bridge
literacy among IP learners.
Department
of
Education
can
provide and conduct preservice and
inservice trainings to prepare teachers
for an Indigenous communities. IP
curriculums
should
be
given
considerations too using and providing
contextual material to the learners in
an IP school to encourage reading and
further
learning
of
pupils.
School
administrators
should
emphasized
the
need
for
schools
to
challenge
negative
perceptions of Indigenous
identity such as stereotypes
and racist attitude resulting
to positive school outcomes
and positive conceptions of
themselves.
On
the
other
hand,
parents together with the
pupils should work hand in
hand in reading practice at
home to ehance childrens
attitude toward their studies
and may learn to give
importance to schooling.
THANK YOU...
TO GOD BE ALL THE
GLORY