An inquiry‐based approach to teacher professionalism: toward a trichotomous model of critical ethnography

Tavakoli, Mansoor; Sadeghi, Sima

doi:10.1080/14623943.2011.571867

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Ethnography as an observation method is useful for creating a more inclusive social atmosphere (Espinoza & Torrego-Egido, 2022). Research suggests that teachers become more aware of their social role in the classroom with ethnographic observation (Riemer & Blasi, 2008;Tavakoli & Sadeghi, 2011). Thus, the in-service program aimed to introduce participant teachers to ethnography as an observation method.…”

Section: The Classroom As a Social Environment: Change Is Possiblementioning

confidence: 99%

Teachers Learning Classroom Sociology and Social Justice in Primary Education

Tombak İlhan,

Alcı,

Güven-Hastürk

2023

Journal of Teaching and Learning

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Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers’ classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers’ awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants’ awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.

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Section: The Classroom As a Social Environment: Change Is Possiblementioning

confidence: 99%

Teachers Learning Classroom Sociology and Social Justice in Primary Education

Tombak İlhan,

Alcı,

Güven-Hastürk

2023

Journal of Teaching and Learning

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“…As is alluded to in the name, critical ethnography is a form of ethnography informed by the critical paradigm. This means that while the conventional ethnography would focus on exploring cultural meanings (values, behaviours and beliefs), critical ethnography would examine the same cultural meanings but through the lens of power relations (Tavakoli & Sadeghi 2011). Further, unlike the ethnographer whose main goal is usually descriptive accounts of the lived culture or in the case of interpretivists ethnographers, whose focus goes beyond thick descriptions and meanings of symbolic actions (Anderson 1987), critical ethnographers are also driven by a sense of ethical responsibility towards addressing unfairness and catalysing positive change.…”

Section: Methodological Approachmentioning

confidence: 99%

“…Malinar & Kurdija 2013; Carspecken 1996) on aspects related to self-regulated learning of mathematics in Kenyan secondary schools. It played a key role not only in raising the students' consciousness but also in shaping the strategic actions(Tavakoli & Sadeghi 2011) geared towards transforming their self-regulation of mathematics. As such, it is reasonable to say that the technical knowledge gained through the theoretical exploration in the early stages of my doctoral studies contributed to preparing me for the transformational leader role(Anderson 1987) that I had to play in carrying out the research in the three secondary schools in Kenya.…”

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confidence: 99%

Improving Kenyan Secondary School students’ relationship with mathematics through self-regulated learning

Otieno¹

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He has been my pillar, my hope, strength and joy throughout this process. Through his Grace, nothing in this study was too difficult to do and no deadlines too tight to meet. It is God Almighty's doing: In a space of four years, I am taking home this, Doctor of Philosophy (PhD) in mathematics education: a Master's degree in Research-Sociology and policy planning; and postgraduate certificate in mathematics education. But God works through people, I felt his presence through the unwavering support of: my spouse, Dalmas Menya and my three beautiful girls-Michelle, Gabrielle and Noelle; my parents, siblings and other family members; my church community; my Facebook fans, many of whom were my school friends in my early years of education; my newly found friends and colleagues from Sheffield Hallam University; my fellow commonwealth scholars; my supervisors, Prof Hilary Povey and Dr. Gill Adams-two ladies with hearts of gold and the best supervisors one could ever wish to have; and the noble participants, from the three schools where I carried out my field work. And He also works through institutions: through, Forum for African Women Educationists (FAWE) I was privileged to be nominated for the Commonwealth Scholarship and through the Commonwealth Scholarship Commission (CSC), I was honored to be awarded a full scholarship to undertake this study. It has been a beautiful journey, characterised by, persistence, prayers, cheers and hardly any tears. Galvanized by His Grace, we "rocked" this PhD, with a sole determination of using it as a tool for improving quality of mathematics education in my beloved continent Africa. Indeed, Africa is now one step closer to actualizing the vision of shaping a citizenry with demonstrable zeal, passion and prowess in mathematics.

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Problematizing EAP education in Iran: A critical ethnographic study of educational, political, and sociocultural roots

Tavakoli

Tavakol

2018

Journal of English for Academic Purposes

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An inquiry‐based approach to teacher professionalism: toward a trichotomous model of critical ethnography

Cited by 3 publications

References 12 publications

Teachers Learning Classroom Sociology and Social Justice in Primary Education

Teachers Learning Classroom Sociology and Social Justice in Primary Education

Improving Kenyan Secondary School students’ relationship with mathematics through self-regulated learning

Problematizing EAP education in Iran: A critical ethnographic study of educational, political, and sociocultural roots

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