Beginner teachers’ knowledge of the curriculum

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Beginner teacher

Researchers such as Trent (2015) Kim & Roth (2011) Arends & Phurutse (2009) Carrigan (2008) Bartell (2005) and Ncube (2001) use the term « beginner teacher » differently. For the purpose of this study, I chose the definition presented by Kim and Roth (2011), Arends, and Phurutse (2009), which refers to beginner teachers as individuals that are in-service teachers in their fourth year of teaching. Specifically, for this study I added another characteristic of beginner teachers as individuals who are teaching O Level Literature in English for the first time in their professional lives. The term beginner teacher is used in the context of this study to refer to the four individuals who were participants.
GCE: The General Certificate in Education (GCE) is an examination administered by EDEXCEL and the University of Cambridge International Examination for Ordinary and Advanced Level learners in the United Kingdom and some of her colonies (Cambridge International Examinations 2014).

CHAPTER ONE BACKGROUND TO THE STUDY
1.1 Introduction
1.2 Locating myself within the study
1.3 Background to the Zimbabwean teacher training context
1.3.1 History of education in Zimbabwe
1.3.2 Exploring English teacher training in Zimbabwe
1.4 Rationale for studying Literature in English beginner teachers’ knowledge
1.5 Purpose of studying Literature in English beginner teachers’ knowledge
1.6 Research questions
1.7 Conceptual framework
1.7.1 Theoretical teacher knowledge
1.7.2 Experiential teacher knowledge
1.7.3 Social constructivism
1.8 Assumptions of the study
1.9 Definition of key term
1.9.1 Literature in English beginner teachers
1.9.2 Literature in English beginner teachers’ knowledge
1.9.3 Literature in English
1.9.4 Teaching Literature in English
1.10 Summary of research design
1.11 Outline of the study
CHAPTER TWO LITERATURE REVIEW
2.1 Introduction
2.2 History of literature in ESL classrooms
2.2.1 Focus on the subject: Literature in English
2.3 Defining teacher knowledge
2.4 Exploring theoretical teacher knowledge
2.4.1 Shulman’s (1987) model of teacher theoretical knowledge
2.4.2 Turner-Bisset’s (1999) model of theoretical teacher knowledge
2.4.3 Cochran-Smith and Lytle’s (1999) model of theoretical teacher knowledge
2.4.4 Significance of theoretical teacher knowledge models to my study
2.5 Exploring experiential teacher knowledge
2.5.1 Practical teacher knowledg
2.5.2 Elbaz’s (1983) model of teacher practical knowledge
2.5.3 Golombek’s (1983) model of teacher practical knowledge
2.5.4 Clandinin and Connelly’s (1987) personal practical knowledge
2.5.5 Exploring teachers’ reflective practices
2.5.6 Significance of experiential teacher knowledge to my study
2.6 Conceptual framework
2.6.1 Social constructivism
CHAPTER THREE RESEARCH DESIGN
3.1 Introduction
3.2 Epistemological paradigm
3.2.1 Interpretivism
3.2.2 Application of interpretivism to the stud
3.3 Research design and methodology
3.3.1 Qualitative approac
3.3.1.1 Strengths and limitations of qualitative approach
3.3.2 Case study
3.3.2.1 Strengths and limitations of a case studies
3.3.3 Research sites
3.3.4 Purposive sampling
3.3.5 Data collection
3.3.5.1 Non-participant classroom observation
3.3.5.2 Document analysis
3.3.5.3 Semi-structured interviews
3.3.6 Documentation
3.3.6.1 Field notes
3.3.6.2 Video recording
3.3.6.3 Audio recording
3.3.6.4 Vignettes
3.4 Data analysis: inductive thematic analysis
3.5 Ethical considerations
3.5.1 Protecting participants from harm
3.5.2 Participants’ confidentiality and anonymity
3.6 Role of the researcher
3.7 Strategies for enhancing trustworthines
3.7.1 Credibility
3.7.2 Transferability
3.7.3 Dependability
3.7.4 Conformability
3.8 Conclusion
CHAPTER FOUR DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
4.2 Participants in the study
4.3 Theme 1: Beginner teachers’ knowledge of the curriculum
4.3.1 Beginner teacher knowledge of the philosophical orientation of the chool curriculum
4.3.2 Beginner teachers’ knowledge of the syllabus
4.3.3 Interpretation of theme 1: Beginner teachers’ knowledge of the curriculum
4.4 Theme 2: Beginner teachers’ knowledge of teaching
4.4.1 Beginner teachers’ knowledge of general teaching
4.4.2 Beginner teachers’ pedagogical content knowledge
4.4.3 Interpretation of theme 2: Beginner teachers’ knowledge of teaching
4.5 Theme 3: Beginner teachers’ knowledge of learners
4.5.1 Beginner teachers’ knowledge of learning Literature in English class
4.5.2 Beginner teachers’ knowledge of learners’ psychological well-being
4.5.3 Interpretation of theme 3: Beginner teachers’ knowledge of learners
4.6 Theme 4: Beginner teachers’ dispositional knowledge
4.6.1 Beginner teachers’ paradigmatic orientation knowledge
4.6.2 Beginner teachers’ autobiographical knowledge
4.6.3 Interpretation of theme 4: Beginner teachers’ dispositional knowledge
4.7 Beginner teachers’ knowledge gaps and strategies
4.7.1 Interpretation of beginner teachers’ knowledge gaps and strategies
4.8 Summary of findings: similarities and new insights
4.9 Conclusion
CHAPTER FIVE CONCLUSION AND RECOMMEDATIONS
5.1 Introduction
5.2 Summary of the study
5.3 Situating the findings within the study’s conceptual framework
5.4 Conclusion in terms of the research questions
5.4.1 Secondary question 1
5.4.2 Secondary question 2
5.4.3 Primary question
References