Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the ...

217 Pages·2016·0.75 MB·English

Florida International University
FIU Digital Commons
FIU Electronic Teses and Dissertations University Graduate School
3-29-2013
Gaining Insight into Teaching: A
Phenomenological Exploration of the Lived
Experience of the Teachers of the Year
Robin F. Amparo
Florida International University,
FLORIDA INTERNATIONAL UNIVERSITY
Miami, Florida

GAINING INSIGHT INTO TEACHING: A PHENOMENOLOGICAL EXPLORATION
OF THE LIVED EXPERIENCE OF TEACHERS OF THE YEAR

A dissertation submitted in partial fulfillment of
the requirements for the degree of
DOCTOR OF EDUCATION
in
CURRICULUM AND INSTRUCTION
by
Robin Faith Amparo

2013
To: Dean Delia C. Garcia
College of Education

This dissertation, written by Robin Faith Amparo and entitled Gaining Insight into
Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of
the Year, having been approved in respect to style and intellectual content is referred to
you for judgment.

We have read this dissertation and recommended that it be approved.

_____________________________________________
Charmaine DeFrancesco

_
Gail Gregg

_____________________________________________
Lynne Miller

______________________________________________
Erskine S. Dottin, Major Professor

Date of Defense: March 29, 2013

The dissertation of Robin Faith Amparo is approved.

_________________________________________
Dean Delia C. Garcia
College of Education

_
Dean Dr. Lakshmi N. Reddi
University Graduate Schol

Florida International University, 2013
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© Copyright 2013 by Robin Faith Amparo

All rights reserved.
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DEDICATION

This study is dedicated to those teachers, (past, present and future), who work
tirelessly to bring enlightenment to their students and the promise of hope to the world.
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ACKNOWLEDGMENTS
I have started to compose this page countless times. No matter where or how I
begin my acknowledgments, I struggle to express my gratitude and appreciation to those
that have supported me in this academic process. I cannot shirk the feeling that my words
are insufficient to authentically capture the worth of their time, attention, suggestions,
feedback, insights, encouragement, guidance, hugs, and above all else, patience.
Rarely does anyone realize a significant accomplishment alone, and I have been
fortunate enough to work with an esteemed scholar, Dr. Erskine Dottin. My heartfelt
appreciation is offered to him not only as my dissertation chair, but also as my friend.
Without his consistent support and advisement I would not have made successful
progress. Dr. Dottin has my unending admiration and respect as my mentor and as my
colleague.
I would also like to thank my dissertation committee, Dr. Charmaine
DeFrancesco, Dr. Gail Gregg and Dr. Lynne Miller for their support in this process. They
provided fresh perspectives and asked the questions that I didn’t even realize needed to
be asked. Furthermore, Dr. Linda Bliss’ formal feedback and her friendly advice have
proved invaluable to me during the past four years. I also must recognize Broward
County Public Schools for their cooperation.
As the participants of this study shared their experiences with me, I thought time
and time again about how lucky their students are to have such caring human beings in
their lives. I feel privileged to have been able to spend time with all of them, and to get to
know them for the truly noteworthy human beings that they are.
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Above all, I thank my family and my friends. Orlando, my husband, has been the
sustaining force that energized my efforts. My children, Raquel and Richard, along with
their spouses, Jason and Lindsey, respectively, were a constant reminder to me that
knowledge helps to make this world a better place. May Tristan, my first grandchild, and
those grandchildren not yet born, also be inspired to engage in lifelong learning and
develop into the best people that they can possibly be. My brother, Jay, continually
offered me heartfelt words of encouragement for which I am grateful. To my friends of a
lifetime, and one of you in particular, I reiterate what we have said often to one another:
“that together we can do anything.” Thank you to all of you for believing in me.
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ABSTRACT OF THE DISSERTATION
GAINING INSIGHT INTO TEACHING: A PHENOMENOLOGICAL EXPLORATION
OF THE LIVED EXPERIENCE OF TEACHERS OF THE YEAR
by
Robin Amparo
Florida International University, 2013
Miami, Florida
Professor Erskine S. Dottin, Major Professor
What qualities, skills, and knowledge produce quality teachers? Many stake-
holders in education argue that teacher quality should be measured by student
achievement. This qualitative study shows that good teachers are multi-dimensional; their
effectiveness cannot be represented by students’ test scores alone.
The purpose of this phenomenological study was to gain a deeper understanding
of quality in teaching by examining the lived experiences of 10 winners or finalists of the
Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily
experiences of phenomena, examines how these experiences are structured, and focuses
analysis on the perspectives of the persons having the experience (Moustakas, 1994).
This inquiry asked two questions: (a) How is teaching experienced by recognized as
outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about
being good teachers provide insight, if any, about concepts such as pedagogical tact,
teacher selfhood, and professional dispositions?
Ten participants formed the purposive sample; the major data collection tool was
semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews
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were conducted with each participant. Data also included the participants’ ToY
application essays. Data analysis included a three-phase process: description, reduction,
interpretation.
Findings revealed that the ToYs are dedicated, hard-working individuals. They
exhibit behaviors, such as working beyond the school day, engaging in lifelong learning,
and assisting colleagues to improve their practice. Working as teachers is their life’s
compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical
tact, teacher selfhood, and professional dispositions were shown to be relevant, offering
important insights into good teaching. Results indicate that for these ToYs, good teaching
is experienced by getting through to students using effective and moral means; they are
emotionally open, have a sense of the sacred, and they operate from a sense of
intentionality. The essence of the ToYs teaching experience was their being properly
engaged in their craft, embodying logical, psychological, and moral realms.
Findings challenge current teacher effectiveness process-product orthodoxy which
makes a causal connection between effective teaching and student test scores, and which
assumes that effective teaching arises solely from and because of the actions of the
teacher.
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TABLE OF CONTENTS
CHAPTER PAGE

CHAPTER ONE: INTRODUCTION ………………………………….. 1
Background to the Problem ………………………………….. 4
Problem Statement ………………………………………….. 6
Purpose of the Study ………………………………………….. 7
Research Questions ………………………………………….. 7
Theoretical Frameworks ………………………………….. 7
Significance of the Study ………………………………….. 9
Limitations of the Study ………………………………….. 9
Delimitations of the Study ………………………………….. 9
Assumptions of the Study ………………………………….. 10
Definition of Terms ………………………………………….. 10
Organization of the Study ………………………………….. 13
Summary …………………………………………………. 13

CHAPTER TWO: LITERATURE REVIEW ………………….. 15
Definition of Teacher: A Duality of Meaning ………….. 15
Efective Teachers …………………………………………. 17
Teachers’ Self-Perceptions …………………………………. 3
Phenomenological, Philosophical Analysis & Human
Science Model of Inquiry ………………………….............. 36
Summary …………………………………………………. 45

CHAPTER THREE: METHODS ………………………………….. 46
Research Questions ………………………………………….. 46
Overview of Phenomenological Method ………………….. 46
Design ………………………………………………….. 55
Sample …………………………………………………. 60
Data Collection/Analysis ………………………………….. 61
Summary …………………………………………………. 69

CHAPTER FOUR: RESEARCH RESULTS .......................................... 71
Approach to Research ………………………………….. 71
Summary and Presentation of Data ………………............….. 75
Summary of Results .................................................................. 160

CHAPTER FIVE: DISCUSSION AND CONCLUSIONS .................. 162
Findings Related to the Research Questions ………………….. 162
Major Insights ………………………………………….. 168
Major Insights Into Teaching ………………………….. 171
Implications for Educators ...................................................... 181

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