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
Loading...
Date
2019
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
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.
Description
Keywords
Educational tests and measurements, United Arab Emirates, Dubai, Early childhood education, United Arab Emirates, Evaluation, New Zealand, Early childhood teachers, Attitudes