Teacher's perceptions towards subject specialist teaching in key stage 2 / Azha Hamdhy

Abstract

This thesis reports on the teachers' perception of key stage 2 regarding subject specialists teaching. It also explores teachers' perception on general teaching and its challenges. It reviews aspects of general teaching and subject specialist teaching in the light of the literature.
This research employed as case study approach underpinned by its success in gaining deeper and richer understanding of the topic. Data was gathered from the selected five teachers in chosen school through semi-structured interviews. All the teachers were of key stage 2
The findings that indicated that teachers of key stage 2 perceive general teaching as a structure that has negative impacts on the students. Along with the negative impacts they also shed light on the positive side of general teaching. Teachers highlighted on various challenges they face in the process of teaching and learning. On the contrary of general teaching, teachers saw subject specialist teaching as a solution of the obstacle they in general teaching. Teachers underlined on the positive impacts that could bring along with subject specialism which were in favour to teachers as well as students.
As a consequence of the findings from the research, I suggest policy makers and other academic leaders to review the structure of teaching in key stage 2. I also recommend conducting further researches on this area and bringing a solution for the problems teachers are facing as a general teacher in key stage 2.