Both phases were piloted to refine the tools used in the main study. Phase Two consisted of a multiple-case study involving in-depth interviews with AEDs(LBS), teachers and school leaders to understand how AEDs(LBS) worked with the school community. Its findings also assisted in the shortlisting of cases for Phase Two of the multiple-case study i.e. Its findings provided an objective understanding of the AED(LBS) role which is currently lacking in the literature. Phase One employed a survey questionnaire to determine how AEDs(LBS) spend their time in school. This study adopted a multiple case-study design with two phases. This study seeks to address the limited knowledge of paraeducator deployment in Singapore by examining how Allied Educator (Learning and Behavioural Support) spend their time in school, how they work with the school community of teachers and school leaders, and the factors that affect the process of working together using Wenger’s (1998) community of practice framework. The pedagogical roles were also discussed and mapped to compare with each other.ĭespite the growth of international research on paraeducator deployment, the understanding of its working in Singapore remains nascent. The findings show that there appear fifteen roles of research assistants, both pedagogical and non-pedagogical, active and passive teaching approaches, in-studio and out-of-studio contexts. Sequentially, a survey study was conducted to support the exploratory study. Adopting a phenomenographic approach, the exploratory study, relying on semi-structured and in-depth interviews, was conducted with the voluntary participation of twenty-six research assistants from industrial design departments. This study aims to investigate the research assistants’ pedagogical roles within design studio courses in Turkey through an exploratory sequential mixed method. In this respect, understanding the pedagogical roles of these participants of design studio courses is particularly critical. Supporting staff, as research and teaching assistants, in higher education carries significant pedagogical responsibility, especially in practice-based domains.
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