Understanding Teachers' Lived Experiences of Instructional Collaboration in Inclusive and Mainstream Settings: A Transcendental Phenomenological Approach.
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| Title: | Understanding Teachers' Lived Experiences of Instructional Collaboration in Inclusive and Mainstream Settings: A Transcendental Phenomenological Approach. |
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| Authors: | Abu-Alghayth, Khalid M. |
| Source: | International Journal of Disability, Development & Education. Mar2025, Vol. 72 Issue 2, p321-338. 18p. |
| Subjects: | Corporate culture, Psychology of teachers, Interprofessional relations, Research funding, Interviewing, Schools, Judgment sampling, Thematic analysis, College teacher attitudes, Research methodology, Job stress, Special education, Phenomenology |
| Geographic Terms: | Saudi Arabia |
| Abstract: | This project investigates teachers' lived experiences of instructional collaboration in mainstream and inclusive education settings, looking both at the factors that special and general education teachers believe hinder instructional collaboration, and those that teachers identify as critical to facilitating it. The study draws upon a transcendental phenomenological approach, with initial in-depth and follow-up interviews with nine special and general education teachers from the southern region of Saudi Arabia. The data analysis generated several themes and a number of sub-themes that helped provide a deeper understanding of the phenomenon. These themes were school culture, work pressure, and facilitating factors. Thus, examining the experiences of teachers in inclusive instructional collaboration settings revealed various factors that influence the successful implementation of this practice. Recommendations for future directions that may contribute to strengthening instructional collaboration in schools are discussed in the paper. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This project investigates teachers' lived experiences of instructional collaboration in mainstream and inclusive education settings, looking both at the factors that special and general education teachers believe hinder instructional collaboration, and those that teachers identify as critical to facilitating it. The study draws upon a transcendental phenomenological approach, with initial in-depth and follow-up interviews with nine special and general education teachers from the southern region of Saudi Arabia. The data analysis generated several themes and a number of sub-themes that helped provide a deeper understanding of the phenomenon. These themes were school culture, work pressure, and facilitating factors. Thus, examining the experiences of teachers in inclusive instructional collaboration settings revealed various factors that influence the successful implementation of this practice. Recommendations for future directions that may contribute to strengthening instructional collaboration in schools are discussed in the paper. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2024.2317484 |
