British Journal of Education, Society & Behavioural Science, ISSN: 2278-0998,Vol.: 20, Issue.: 3
The Lived Experience of Beginner Teachers Who Teach in Plasma-led (Televised) Classroom: A Phenomenological Study
Wondifraw Dejene1* 1College of Social Sciences and Humanities, Dire Dawa University, Dire Dawa, P.O.Box-1362, Ethiopia.
1College of Social Sciences and Humanities, Dire Dawa University, Dire Dawa, P.O.Box-1362, Ethiopia.
(1) Shao-I Chiu, Taipei College of Maritime Technology of Center for General Education, Taiwan.
(1) Michael F. Shaughnessy, Eastern New Mexico University, Portales, New Mexico, USA.
(2) Ayse Mentis Tas, Necmettin Erbakan University, Turkey.
(3) Kurt S. Candilas, Lourdes College, Philippines.
(4) Isabel Cristina Angel Uribe, Universidad Pontificia Bolivariana, Colombia.
(5) Fulya Damla Kentli, School of Education, Yildiz Technical University, Istanbul, Turkey.
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The purpose of this study was to examine the lived experience of beginner teachers who teach in a plasma-led (televised) classroom. A phenomenological research approach was employed. Three beginner teachers teaching in Hamaressa secondary school were purposively selected to participate in the study. To collect data, in-depth interview and open-ended questionnaire were used. Commonalities among teachers’ lived experience were found. They experienced chaotic experience in the first few weeks of teaching. Classroom management problem, absence of induction and support, and inability to engage students in the teaching learning process were the challenges that the teachers shared in their teaching as a beginner teachers. A further study with large sample size and longer timeframe was suggested to have a comprehensive understanding of beginner teacher’s lived experience.
Beginner teacher; phenomenology; lived experience; plasma-led classroom.
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