Critique a Qualitative Interpretation Of Four Interviews With Advanced Skills Teachers

classroom misbehavior definition,

students misbehavior and how it can be improved,

types of misbehavior in the classroom,

scholarly journal articles on technology in the classroom,

effect of technology on education , research paper,

mobile devices in the classroom research,

“journal of research on technology in education”,

how to deal with misbehavior in the classroom,

The purpose of this exercise is to present and critique a qualitative interpretation of four interviews with Advanced Skills Teachers (AST) in order to examine epistemological assumptions

EDM156 assignment 2 Student number
Content Analysis
The purpose of this exercise is to present and critique a qualitative interpretation of four
interviews with Advanced Skills Teachers (AST) in order to examine epistemological
assumptions underlying the methodology and issues specific to its operationalisation in this
task.
Part A: Analysis
Focus
The four interviews seem to be structured towards leading the subjects to the formulation of a
personal vision of the AST position and how that has been realised in their professional
environment. Thus, the dialogue roughly moves chronologically from appointment to the
present to future plans and in terms of abstraction, from the here and now to hypothetical
questions of external perceptions and judgements. Within this framework, more pronounced
in some interviews than others but pervasive, there is a marked tone of ambivalence towards
the AST role, with subjects responding to a perceived challenge on the rationale and
effectiveness of the AST function which they occupy.
As post-holders, subjects cannot be neutral on this topic and their responses are hence
typically measures of the defiant, defensive or guarded. The language bears this out. Below is
a sequence from the first interview.
What do you see the AST role of the future to be?
Um, if I were to know, it will be taking over more of a consultancy role. Um,
as the, the strategy consultancy seems to be, may be being faced [sic] out, ah,
yeah.
Two linguistic features nuance the reply. First, the if-clause, if I were to know, in the
conditional sentence is striking as it compares with the simpler and more common if I knew.
This construction with were “reinforce[s] the remote meaning” (Huddleston & Pullum, 2002,
p. 753), making the teacher sound ultra-cautious. Second, two speculative verbs, seems and
may, are combined asyndetically in a single predicate as if to emphasise the tentativeness of
the proposition. The joint effect is of uncertainty and non-committal, prompted by the
2
questioning of the AST role. This is a particularly illuminating linguistic example but it is not
isolated and suggests an inner unease which is difficult for the subjects to articulate and
perhaps contemplate.
Accordingly, the focus is on this ambivalent attitude and those characteristics of the AST
position that occasion it, as expressed in the key questions below, which follow a linear logic.
1. What do the ASTs understand as their position?
2. Is this understanding in line with personal aspirations and the expectations of others?
3. If not, how is this conflict of interests reconciled?
4. What other factors concern or frustrate the ASTs?
All of these questions revolve around a sense of identity crisis explicit or latent in the
transcripts.

Get a 15 % discount on an order above $ 100
Use the following coupon code :
BEST22
error: Content is protected !!