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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.
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]
Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Understanding Teachers' Lived Experiences of Instructional Collaboration in Inclusive and Mainstream Settings: A Transcendental Phenomenological Approach.
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  Data: <searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183127236
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        Value: 10.1080/1034912X.2024.2317484
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        Text: English
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        PageCount: 18
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        Type: general
      – SubjectFull: Psychology of teachers
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      – SubjectFull: Interprofessional relations
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      – SubjectFull: Schools
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      – SubjectFull: Judgment sampling
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      – SubjectFull: Thematic analysis
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      – SubjectFull: College teacher attitudes
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      – SubjectFull: Research methodology
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      – SubjectFull: Job stress
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      – SubjectFull: Special education
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      – SubjectFull: Phenomenology
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Understanding Teachers' Lived Experiences of Instructional Collaboration in Inclusive and Mainstream Settings: A Transcendental Phenomenological Approach.
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              Text: Mar2025
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