Dissertation
“I don’t teach maths, I teach children”: Mathematics teachers in a holistic school in India
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2024
DOI: 10.25820/etd.007423
Abstract
In this qualitative multiple-case study, three teachers’ understanding of holistic education philosophy was explored through their enacted instructional practices in mathematics classrooms in a holistic school in India. Drawing upon the ethnographic methodology, the data collected include interviews and conversations, classroom observations, and field notes. Teachers’ understanding of the holistic education philosophy was primarily explored through semi-structured interviews and informal conversations, while their instructional practices were largely understood through classroom observations. The data were analyzed in two ways, the first round of data analysis happened simultaneous to data collection through a contemplative practice of Astachal which was a ritual at Sahyadri, and the second round of data analysis was conducted through formal coding and categorizing methods post the data collection period. The data are presented in the form of rich information and thick descriptions of teachers’ understanding and actions, which are vital in understanding both the preparation of teachers within a holistic learning environment as well as the enactment of teaching practices in mathematics classrooms within the context of a holistic school. Drawing from the literature on alternative schools and holistic education, a set of holistic instructional practices was compiled, which was used to guide the data analysis as well as present the findings of the study. The implications including a framework to design holistic instruction are discussed along with the directions for future research as well as the limitations of the study.
Details
- Title: Subtitle
- “I don’t teach maths, I teach children”: Mathematics teachers in a holistic school in India
- Creators
- Sneha Bhansali
- Contributors
- Pamela Wesely (Advisor)Rossina Liu (Committee Member)Brian Hand (Committee Member)Matthew Lira (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning
- Date degree season
- Spring 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007423
- Number of pages
- xiii, 179 pages
- Copyright
- Copyright 2023 Sneha Bhansali
- Language
- English
- Date submitted
- 01/02/2024
- Description illustrations
- illustrations, tables
- Description bibliographic
- Includes bibliographical references (pages 168-173).
- Public Abstract (ETD)
- This study investigated three teachers’ understanding of holistic education philosophy and their implementation of holistic pedagogical practices in middle school mathematics classrooms in a holistic school in India. Holistic education is not a specific method or a technique of education. It is the education for the whole person, where the goal of education is the development of physical, emotional, social, and spiritual strengths along with academic excellence. As UNESCO has emphasized holistic education for the future and with the rising mental health challenges in students and adults navigating the new normal after the COVID-19 pandemic, it is a vital time for the conventional public school model of education to start implanting holistic approaches to education. In order to work towards the evolution of mainstream education, it is crucial to understand the teachers’ preparation as well as the school features that allow teachers to implement holistic practices. This qualitative multiple case study explored the cultural practices and rituals of a holistic school in India as it urges teachers to go beyond thinking of mathematics as a subject that is traditionally taught in a lecture-based fashion. The findings of this study focus on what worked well in the classrooms by narrating the accounts of mathematics teaching in holistic classrooms. The implications for researchers, practitioners, and policymakers are discussed along with the future directions for research and the limitations of the study.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984647258002771
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