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Alsunaykh, Elham (2018) Exploring the Methodological Practices of Novice Teachers in Saudi Private Schools: Sophisticated blending or unprincipled eclecticism? [Dissertation (University of Nottingham only)]

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Abstract

The aim of this study is to explore the methodological practices of novice teachers in private pre-primary, primary, secondary and tertiary schools in Eastern province, Kingdom of Saudi Arabia. The philosophical position of this research is rooted in a constructivist/interpretive paradigm. Teachers’ methodological approaches and practices are described and analysed from four case studies. Information was gathered from eighth semi-structure interviews and written questions. The generated qualitative information was processed manually through systematic coding. The result of teachers’ methodological approaches was discussed and analysed hermeneutically in the light of the literature. The findings show use elements of Communicative language teaching (CLT), multiple intelligences, Community language learning (CLL), Oral approach/ Situational language teaching, Competency-based language teaching and standard based instruction (CBL) and total physical response (TPR). The results show that teachers had sophisticated blending of these methods. They showed advanced level of knowledge even though they did not have explicit terminological knowledge about teaching methodology. They showed awareness of these methods and expressed rationale for their used methods. Their awareness was driven by four factors knowledge, environmental, individual and affective factors and operated by three process inferencing, structuring and re-structuring.

Item Type:	Dissertation (University of Nottingham only)
Depositing User:	Gigg, Diane
Date Deposited:	22 Feb 2019 09:32
Last Modified:	07 May 2020 14:45
URI:	https://eprints.nottingham.ac.uk/id/eprint/56164

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