Early Years Staff Experience of a “Culture of Learning” on Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

Conference: The Barcelona Conference on Education (BCE2021)
Title: Early Years Staff Experience of a “Culture of Learning” on Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Live-Stream Presentation
Authors:
Anabel Corral Granados, University of Trondheim NTNU, Norway

Abstract:

This study addresses the nature of workplace learning as learning for work and through working experiences. Education and work meet each other in teachers’ workplace learning, facilitating their pedagogical practice and enhancing their professionalism through professional development. Teaching children with special needs and diagnosed disabilities in a nursery classroom is performed by teaching assistants, teachers and SENCOs in a preschool located in a nursery class located within a primary school in England. In this article, early-year teachers offer phenomenological explanations of their experiences on their professional development on the inclusion of the three children with the diagnostic category of pervasive developmental disorders (PDD). The purpose of this study is to examine the perception of classroom staff regarding their learning opportunities on their professional development within and outside their working hours. Participants included two classroom teachers, one SENCO and four teaching assistants. We explore the strategies that work for them in the first person using semi-structured interviews and observation during one academic year to characterise their realisation of learning practice(Boadu, 2021). The research contributes to early childhood staff role, culture, and professional development strategies on inclusive practices. What do professional learning means for the participant’s role? Which professional learning opportunities are meaningful for them, and how do they manifest? Data were analysed using interpretative phenomenological analysis (IPA). The researchers identified three primary themes representing the lived experience and meaning found in the participants’ experience of working together to include children with disabilities in the same nursery class: status and roles, classroom active learning culture and Learning strategies prior to knowledge implementation.



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