Teachers' perspectives on learning stories and their implementation in Dubai : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Early Years), at Massey University, Manawatu, New Zealand

Abstract

The New Zealand developed, narrative assessment approach referred to as learning stories is increasingly gathering interest in international early childhood education (ECE) settings. Yet relatively few studies have explored the implementation of the learning stories approach in non- New Zealand settings. This study explored the perspectives of teachers using learning stories in an ECE setting in Dubai. Positioned within an interpretivist paradigm, this research endeavoured to explore the ways in which teachers understand and interpret learning stories as well as teachers’ perspectives related to the quality features of learning stories in this unique context. The research was conducted through qualitative case study design in which the perspectives of six teachers from one setting were collected through semi structured in-depth interview. Inductive data analysis was used to examine teacher’s perspectives through two levels of coding, which were then further developed into key themes. Findings are discussed in terms of the similarities and differences evident between Dubai, New Zealand and other international ECE settings. These topics highlight contextually common challenges, advantages and critiques of the learning story approach and alternative methods to implementation are highlighted and discussed in terms of curriculum and pedagogy. This research seeks to expand on research related to learning stories in New Zealand and to contribute to a wider understanding of learning stories and their implementation in an international context.