From mainstream school to pupil referral unit: A change in teachers self-understanding

Research output: Contribution to journalArticle

Abstract

As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding.

Original languageEnglish (US)
Pages (from-to)19-31
Number of pages13
JournalTeachers and Teaching: Theory and Practice
Volume20
Issue number1
DOIs
StatePublished - Jan 2 2014

Fingerprint

pupil
teacher
special education school
school
self-realization
female teacher
school education
research approach
secondary school
experience
student
methodology
Teaching
Pupil
Education
Self-understanding
education
Secondary School
Professional Practice
Personal Relationships

Keywords

  • Alternative provision
  • Emotional behavioural difficulties
  • Emotional practice of teaching
  • Pupil referral unit
  • Secondary school
  • Self-understanding
  • Special educational needs
  • Teachers
  • Teachers' emotions
  • Transition

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

Cite this

From mainstream school to pupil referral unit : A change in teachers self-understanding. / Farouk, Shaalan.

In: Teachers and Teaching: Theory and Practice, Vol. 20, No. 1, 02.01.2014, p. 19-31.

Research output: Contribution to journalArticle

@article{4d53a79362564b5dade55f8d944d9f52,
title = "From mainstream school to pupil referral unit: A change in teachers self-understanding",
abstract = "As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding.",
keywords = "Alternative provision, Emotional behavioural difficulties, Emotional practice of teaching, Pupil referral unit, Secondary school, Self-understanding, Special educational needs, Teachers, Teachers' emotions, Transition",
author = "Shaalan Farouk",
year = "2014",
month = "1",
day = "2",
doi = "10.1080/13540602.2013.848518",
language = "English (US)",
volume = "20",
pages = "19--31",
journal = "Teachers and Teaching: Theory and Practice",
issn = "1354-0602",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - From mainstream school to pupil referral unit

T2 - A change in teachers self-understanding

AU - Farouk, Shaalan

PY - 2014/1/2

Y1 - 2014/1/2

N2 - As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding.

AB - As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding.

KW - Alternative provision

KW - Emotional behavioural difficulties

KW - Emotional practice of teaching

KW - Pupil referral unit

KW - Secondary school

KW - Self-understanding

KW - Special educational needs

KW - Teachers

KW - Teachers' emotions

KW - Transition

UR - http://www.scopus.com/inward/record.url?scp=84891857273&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84891857273&partnerID=8YFLogxK

U2 - 10.1080/13540602.2013.848518

DO - 10.1080/13540602.2013.848518

M3 - Article

AN - SCOPUS:84891857273

VL - 20

SP - 19

EP - 31

JO - Teachers and Teaching: Theory and Practice

JF - Teachers and Teaching: Theory and Practice

SN - 1354-0602

IS - 1

ER -