This paper explores the experiences of discrimination and racism that Black teachers in Germany face. Moreover, this work sheds light on the strategies those teachers can engage in, in order to navigate through a pre-dominantly white school system. Thereby Critical Race Theory (CRT) offered a theoretical framework for the analysis of four problem-centered interviews with Black educators, which were then analysed with the qualitative content analyse. Findings from the study illuminate that Black people in the educational system in Germany face experiences of discrimination and racism throughout their schooling, from their studies to their own work as teachers. Additionally, the findings showed that the teacher developed multiple strategies in order to negotiate the institutional structures at predominantly white institution. This study adds to the field by centring the voices of Black people.

School reform efforts ultimately affect the students, but what is seldom looked at is how they affect teachers. This phenomenological study examined the experiences of teachers with regards to web-based professional development during a systemic change. The purpose of this qualitative study was to generate an in-depth understanding of the lived experiences of 6 teachers in a Southeastern state who had participated in the initial process of implementing organizational changes and the diffusion of the new state educational standards. Rogers's diffusion of innovation theory served as the study's conceptual framework. Research questions focused on the perspectives of teachers regarding the impact of web-based professional development on implementing the new state standards, and the perceived barriers and challenges faced in their attempts to make the implementation of the new state standards successful. Interview data were analyzed using first- and second-level coding to identify external and internal factors related to the research questions and themes that emerged across all interview transcripts. Key findings indicted that teachers perceived that they did not receive adequate professional development or planning time to implement the new standards. This study has implications for social change on an organizational and individual level. On an organizational level, districts can provide K-12 teachers with an implementation process that allows adequate planning time and proper professional development that enhances their pedagogical needs by using a framework more aligned to the diffusion innovation theory. Teachers can then better plan instruction with ample time to acquire, process, and implement new knowledge, allowing them to improve their pedagogical practice.

This essay has been carried out with the purpose of investigating the differences between teaching in a CLIL program and in a standard program. The results of this research are based on the perceptions of five teachers working in both programs. These teachers participated in a semi-structured group interview where they were asked questions and were given the opportunity to develop the discussions among themselves. The results have shown that there are fewer differences between these two programs than I originally thought, but the differences that do exist were unexpected. All of the teachers who participated in the study had taught English before they started to work in the IB, but are not trained CLIL teachers. Since there were only five participants and these participants are not trained CLIL teachers, this investigation does not show a general result, but instead gives the picture of how working with CLIL and a standard program simultaneously could work.

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This study addressed the issue of struggling student writers in a K-5 rural elementary school. This phenomenological study, based on social constructivist theory, investigated elementary teachers' experiences to determine effective writing strategies. Six teachers who had taught writing in the elementary grades for 5 consecutive years volunteered to participate in the study. All teachers participated in a focus group, and 2 teachers provided additional data via individual interviews. Member-checking was used to ensure trustworthiness of data. The data were analyzed; emerging themes developed categories and, through horizonalization and triangulation, gaps in writing instruction were revealed. Analysis from the teachers' perspectives led to key factors which contribute to successful writing instruction, incorporate more writing instruction school-wide, promote unity of teachers for planning and discussion of writing instruction, and use curriculum plans in writing instruction that leads to enhanced student success. This study sought to provide teachers with strategies for developing efficient writing instruction for students using a 9-week curriculum writing guide. This study will improve teachers' skills and lead to enhanced writing instruction and student learning by making connections between enriched teacher experiences; this study will also provide insights into the design and delivery of more effective writing instruction that creates local-to-global changes in student writing success.

The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments. A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Refer to document

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In response to the covid-19 pandemic in 2020, the Swedish National Agency for Education and the Public Health Agency of Sweden recommended that all upper secondary schools in Sweden would temporarily transition to distance education. A report was simultaneously ordered by the Swedish School Inspectorate, which would monitor the effects the distance education had on Swedish upper secondary schools. The report found that many areas of the Swedish upper secondary school had suffered during the period of distance education. The purpose for this essay is to examine how the findings of the report corresponds with the experiences in German teaching at upper secondary level, one year after the publishing of the original report. An interview with a teacher of German was conducted, who had spent the last three semesters teaching German in an upper secondary school, which mostly was spent via online teaching due to the recommendations from the Public Health Agency. The findings suggest that most of the negative consequences highlighted by the report coincide with the experiences in teaching of German as a foreign language, although many of the findings also apply to other parts of the schoolsystem as well. The findings, furthermore, seem to indicate that certain aspects of what was highlighted by the report could potentially affect foreign language teaching especially, as language learning depends on interactional factors to be successful. The gradual return of present learning has also created a situation of hybrid learning, which only seem to affect certain parts of the school system, German teaching included. To combat similar situations with negative effects in the future, this essay aims to discuss ways in which to actively work towards a teaching approach that is affected to a lesser extent than have been monitored during the covid-19 pandemic. Ways in which to improve future teaching include actively fostering good motivational practices and adapting to working methods which combine the positives of both present and online teaching practices.