In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes?
<p>Phonics is a highly contentious subject between researchers, teachers, and policy makers. This research project aims to explore the perceptions of teachers working at an independent school in the North of England to understand some of the challenges and implications of applying a new syste...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2022
|
| Subjects: |
| _version_ | 1817931198154932224 |
|---|---|
| author | Whitham, A |
| author_facet | Whitham, A |
| author_sort | Whitham, A |
| collection | OXFORD |
| description | <p>Phonics is a highly contentious subject between researchers, teachers, and policy makers. This research project aims to explore the perceptions of teachers working at an independent school in the North of England to understand some of the challenges and implications of applying a new systematic synthetic phonics scheme across Pre-Prep and Prep departments. This research project takes the form of a short-term longitudinal practitioner research study and requires a high level of collaboration between the researcher and the participants. The data for this project was collected by informally interviewing five participants before implementing the new scheme, and repeating the interviews again six months into the scheme to identify if their perceptions had changed over time. Additional data was also collected through a series of notes in a reflection journal during training sessions and informal conversations.</p>
<br>
<p>The main findings from the interviews were that teachers perceive phonics as an essential method for teaching early reading and believe that the implication of the new scheme has resulted in better cohesion across the classes. Teachers were optimistic about the new scheme improving pupils' reading attainment. However, some of the teachers found the scheme prescriptive and tedious. The amount of phonics training attended historically by teachers was minimal, and as a result, some teachers phonic knowledge was limited. However, they were eager to participate in training that would directly impact their teaching.</p>
<br>
<p>The findings indicate that teachers are generally willing to undertake new teaching schemes, which could be in any subject, if they feel supported and provided with adequate training. Teachers may also benefit from time to collaborate with other teachers to better adapt the schemes to suit their pupils' needs.</p> |
| first_indexed | 2024-09-25T04:20:15Z |
| format | Thesis |
| id | oxford-uuid:41373190-d7aa-4f30-ac38-f86295900a83 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-12-09T03:18:12Z |
| publishDate | 2022 |
| record_format | dspace |
| spelling | oxford-uuid:41373190-d7aa-4f30-ac38-f86295900a832024-11-04T09:23:56ZIn what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes?Thesishttp://purl.org/coar/resource_type/c_bdccuuid:41373190-d7aa-4f30-ac38-f86295900a83EducationEnglishHyrax Deposit2022Whitham, A<p>Phonics is a highly contentious subject between researchers, teachers, and policy makers. This research project aims to explore the perceptions of teachers working at an independent school in the North of England to understand some of the challenges and implications of applying a new systematic synthetic phonics scheme across Pre-Prep and Prep departments. This research project takes the form of a short-term longitudinal practitioner research study and requires a high level of collaboration between the researcher and the participants. The data for this project was collected by informally interviewing five participants before implementing the new scheme, and repeating the interviews again six months into the scheme to identify if their perceptions had changed over time. Additional data was also collected through a series of notes in a reflection journal during training sessions and informal conversations.</p> <br> <p>The main findings from the interviews were that teachers perceive phonics as an essential method for teaching early reading and believe that the implication of the new scheme has resulted in better cohesion across the classes. Teachers were optimistic about the new scheme improving pupils' reading attainment. However, some of the teachers found the scheme prescriptive and tedious. The amount of phonics training attended historically by teachers was minimal, and as a result, some teachers phonic knowledge was limited. However, they were eager to participate in training that would directly impact their teaching.</p> <br> <p>The findings indicate that teachers are generally willing to undertake new teaching schemes, which could be in any subject, if they feel supported and provided with adequate training. Teachers may also benefit from time to collaborate with other teachers to better adapt the schemes to suit their pupils' needs.</p> |
| spellingShingle | Education Whitham, A In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes? |
| title | In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes? |
| title_full | In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes? |
| title_fullStr | In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes? |
| title_full_unstemmed | In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes? |
| title_short | In what ways does the introduction of a new compulsory phonics scheme affect teachers' attitudes? |
| title_sort | in what ways does the introduction of a new compulsory phonics scheme affect teachers attitudes |
| topic | Education |
| work_keys_str_mv | AT whithama inwhatwaysdoestheintroductionofanewcompulsoryphonicsschemeaffectteachersattitudes |