Justifying methodology - Using constructivist grounded theory to understand the lived experiences of early career teachers teaching students with diverse learning needs

Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708 (2017) Justifying methodology - Using constructivist grounded theory to understand the lived experiences of early career teachers teaching students with diverse learning needs. In: 20th Research Symposium University of Southern Queensland Postgraduate and Early Career Researcher Group (PGECR 2017), 10 Nov 2017, Toowoomba, Australia.

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Abstract

The focus of my doctorate study is early career teachers (ECT) teaching students with diverse learning needs in general education classrooms. Evidence suggests ECTs experience challenge in managing the workload expectation of classroom teaching. Given the inclusive education expectations of Australian schools, ECTs are expected to effectively cater for the diverse learning needs of all students in their classroom. Using a constructivist grounded theory (CGT) methodology, the lived experiences of ECTs teaching students with diverse learning needs in general education classroom settings will be explored. My presentation will provide an overview of the use of CGT as a research methodology to explore this phenomenon.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Date Deposited: 16 Mar 2022 04:00
Last Modified: 30 May 2022 00:55
Uncontrolled Keywords: constructivist grounded theory, early career teachers, students with diverse learning needs, inclusive education
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education
28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280109 Expanding knowledge in education
URI: http://eprints.usq.edu.au/id/eprint/46176

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