The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study

El Trastorno por déficit de Atención/Hiperactividad es conocido como un trastorno neuroconductual que afecta la capacidad de prestar atención, siendo los niños y adolescentes la población afectada más común. Hoy en día existen algunos estudios de investigación relacionados con el TDAH y el campo del...

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Autores:
Arango Soto, Maria Rosa
Schortborgh Romero, Estefania
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2019
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
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Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/2460
Palabra clave:
TDAH
TDAH en el salón de clases
Desórdenes mentales
Mental Disorders
ADHD
ADHD in classroom
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Copyright Universidad de Córdoba, 2020
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dc.title.spa.fl_str_mv The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
title The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
spellingShingle The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
TDAH
TDAH en el salón de clases
Desórdenes mentales
Mental Disorders
ADHD
ADHD in classroom
title_short The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
title_full The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
title_fullStr The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
title_full_unstemmed The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
title_sort The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
dc.creator.fl_str_mv Arango Soto, Maria Rosa
Schortborgh Romero, Estefania
dc.contributor.author.spa.fl_str_mv Arango Soto, Maria Rosa
Schortborgh Romero, Estefania
dc.subject.proposal.spa.fl_str_mv TDAH
TDAH en el salón de clases
Desórdenes mentales
topic TDAH
TDAH en el salón de clases
Desórdenes mentales
Mental Disorders
ADHD
ADHD in classroom
dc.subject.keywords.spa.fl_str_mv Mental Disorders
ADHD
ADHD in classroom
description El Trastorno por déficit de Atención/Hiperactividad es conocido como un trastorno neuroconductual que afecta la capacidad de prestar atención, siendo los niños y adolescentes la población afectada más común. Hoy en día existen algunos estudios de investigación relacionados con el TDAH y el campo del aprendizaje y la enseñanza del inglés; a pesar de todos los estudios realizados para saber cómo afecta el TDAH al proceso de aprendizaje y las estrategias de enseñanza establecidas e implementadas, pocos de ellos se han centrado en la comprensión de la experiencia vivida de ser profesor de inglés como lengua extranjera para estudiantes con TDAH. El propósito de este estudio fenomenológico cualitativo es entender las experiencias vividas por los profesores al enseñar inglés a estudiantes con Trastorno por Déficit de Atención e Hiperactividad. El método fenomenológico psicológico de Giorgi se utilizó para analizar los datos para determinar cómo la participante percibía y describía su experiencia mostrando como resultado que la experiencia vivida de ser profesora de inglés como lengua extranjera para estudiantes con TDAH implica un conjunto de sentimientos relacionados con la pedagogía así como visiones de la enseñanza que hacen que los profesores reflexionen y se den cuenta de cuál es el verdadero problema de tratar con los estudiantes con TDAH, cómo ellos como profesores pueden proceder a integrar a los estudiantes con TDAH en el aula y cuán auténticos pueden llegar a ser para establecer la comunicación y una buena relación con los estudiantes.
publishDate 2019
dc.date.accessioned.spa.fl_str_mv 2019-12-21T22:12:31Z
dc.date.available.spa.fl_str_mv 2019-12-21T22:12:31Z
dc.date.issued.spa.fl_str_mv 2019-12-20
dc.type.spa.fl_str_mv Trabajo de grado - Pregrado
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dc.relation.references.spa.fl_str_mv Almanza, L. A., & Perez, G. P. (2017). Attention deficit-hyperactivity disorder in EFL student’s learning: influencing factors. Revista Digital Palabra, 2(1), 30-37.
American Psychiatric Association [APA]. (2018). What is ADHD? Retrieved from https://www.psychiatry.org/patients-families/adhd/what-is-adhd
Barkley, R.A., Shelton, T.L., Crosswait, C.R., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., & Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology & Psychiatry & Allied Disciplines, 41(3) 319-332.
Burch, R. (1990). Phenomenology, lived experience: Taking a measure of the topic. Phenomenology+ Pedagogy, 8(1), 130-160.
Collins, A. G. (2016). Students with ADHD: Can They Find Success in the Classroom?
Connelly, L. M. (2010). What is phenomenology? Medsurg Nursing, 19(2), 127-8. Retrieved from https://ezproxyucor.unicordoba.edu.co:2061/docview/230522357?accountid=137088
Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of advanced nursing, 26(3), 623-630.
Dorfman, E. (2013). Naturalism, objectivism and everyday life. Royal Institute of Philosophy Supplement, 72, 117-133. doi: http://ezproxyucor.unicordoba.edu.co:2085/10.1017/S1358246113000088
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice, 50(1), 35-42.
Edward, K. L., & Welch, T. (2011). The extension of Colaizzi’s method of phenomenological enquiry. Contemporary nurse, 39(2), 163-171.
Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited.
Giorgi, A. P., & Giorgi, B. M. (2003). The descriptive phenomenological psychological method.
Given, Lisa, ed. (2008). "Lived Experience". The SAGE Encyclopedia of Qualitative Research Methods. SAGE Publications. Retrieved 2018-04-02.
Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of emotional and behavioral disorders, 10(2), 79-89.
Hamill, C., & Sinclair, H. A. (2010). Bracketing–practical considerations in Husserlian phenomenological research. Nurse researcher, 17(2).
Hyman, S., Chisholm, D., Kessler, R., Patel, V., & Whiteford, H. (2006). Mental disorders. Disease control priorities related to mental, neurological, developmental and substance abuse disorders, 1-20.
Kirby, A., & Kaplan, B. J. (2003). Fast facts: Specific learning difficulties - attention deficit hyperactivity disorder (1st ed. ed.). Abingdon: Health Press Limited. Retrieved from https://ezproxyucor.unicordoba.edu.co:2061/docview/1159974432?accountid=137088
Kutcher, S., Wei, Y., & Morgan, C. (2015). Successful application of a Canadian mental health curriculum resource by usual classroom teachers in significantly and sustainably improving student mental health literacy. The Canadian Journal of Psychiatry, 60(12), 580-586.
Longhurst, R. (2003). Semi-structured interviews and focus groups. Key methods in geography, 3, 143-156.
Martinussen, R., Tannock, R., & Chaban, P. (2011, June). Teachers’ reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. In Child & Youth Care Forum (Vol. 40, No. 3, pp. 193-210). Springer US.
National Institute of Mental Health (2016). Attention-Deficit/Hyperactivity Disorder. Retrieved June 23, 2019, from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
PART 01: SPECIAL NEEDS - GUIDANCE FOR PARENTS - chapter 1.3: A guide to the classification of special needs (2014). London: Kogan Page Ltd. Retrieved from https://ezproxyucor.unicordoba.edu.co:2061/docview/1812125812?accountid=137088.
Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in applied statistics, 19(1), 159-177.
Richters, J. E., Arnold, L. E., Jensen, P. S., Abikoff, H., Conners, C. K., Greenhill, L. L., ... & Swanson, J. M. (1995). NIMH collaborative multisite multimodal treatment study of children with ADHD: I. Background and rationale. Journal of the American Academy of Child & Adolescent Psychiatry, 34(8), 987-1000.
Sabet, M. K., Farhoumand, F., Zafarghandi, A. M., & Naseh, A. (2015). The effect of focus strategies on ADHD students' english vocabulary learning in junior high school. International Journal of Applied Linguistics and English Literature, 4(1), 125-136.
Topkin, B., & Roman, N. V. (2015). Attention Deficit Disorder (ADHD): Primary school teachers’ knowledge of symptoms, treatment and managing classroom behaviour. South African Journal of Education, 35(2), 988.
Villalobos, O. B. (2012). Attention-Deficit Hyperactivity Disorder in the EFL classroom: A case study. Innovaciones Educativas, 13(18), 23-33.
Wall, C., Glenn, S., Mitchinson, S., & Poole, H. (2004). Using a reflective diary to develop bracketing skills during a phenomenological investigation. Nurse Researcher, 11(4).
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spelling Arango Soto, Maria Rosaaf352848-c7ad-4d46-a60f-040691ed66c0-1Schortborgh Romero, Estefania7bd6e9d2-9f3e-4ff7-902f-dc09ab7758d6-1Montería, Córdoba2019-12-21T22:12:31Z2019-12-21T22:12:31Z2019-12-20https://repositorio.unicordoba.edu.co/handle/ucordoba/2460El Trastorno por déficit de Atención/Hiperactividad es conocido como un trastorno neuroconductual que afecta la capacidad de prestar atención, siendo los niños y adolescentes la población afectada más común. Hoy en día existen algunos estudios de investigación relacionados con el TDAH y el campo del aprendizaje y la enseñanza del inglés; a pesar de todos los estudios realizados para saber cómo afecta el TDAH al proceso de aprendizaje y las estrategias de enseñanza establecidas e implementadas, pocos de ellos se han centrado en la comprensión de la experiencia vivida de ser profesor de inglés como lengua extranjera para estudiantes con TDAH. El propósito de este estudio fenomenológico cualitativo es entender las experiencias vividas por los profesores al enseñar inglés a estudiantes con Trastorno por Déficit de Atención e Hiperactividad. El método fenomenológico psicológico de Giorgi se utilizó para analizar los datos para determinar cómo la participante percibía y describía su experiencia mostrando como resultado que la experiencia vivida de ser profesora de inglés como lengua extranjera para estudiantes con TDAH implica un conjunto de sentimientos relacionados con la pedagogía así como visiones de la enseñanza que hacen que los profesores reflexionen y se den cuenta de cuál es el verdadero problema de tratar con los estudiantes con TDAH, cómo ellos como profesores pueden proceder a integrar a los estudiantes con TDAH en el aula y cuán auténticos pueden llegar a ser para establecer la comunicación y una buena relación con los estudiantes.Attention Deficit/Hyperactive Disorder is known as a neurobehavioral disorder that affects the ability to pay attention, and children and adolescents seem to be the most common affected population. Nowadays there are some research studies related to ADHD and learning and teaching English field; despite all the studies carried out in order to know how ADHD affects the learning process and established and implemented teaching strategies, few of them have focused on understanding the lived experience of being a teacher of English as a foreign language for ADHD students. The purpose of this qualitative phenomenological study was to understand teachers’ lived experiences when teaching English to students with Attention Deficit/Hyperactivity Disorder. Giorgi’s phenomenological psychological method was used to analyze the data to determine how a participant teacher perceived and described her experience as a teacher of students with ADHD. The results showed that the lived experience of being a teacher of these students implies a set of feelings connected to pedagogy as well as visions of teaching that make teachers reflect and realize about what is the real problem dealing with ADHD students, as well as how they as teachers can proceed to integrate ADHD students in the classroom and how authentic they can be to establish communication and good relations with students.1. Introduction……………………………………………………………………........................92. Theoretical Framework ……………………………………………………………………..122.1. Conceptual framework …………….……………………………………………………......122.1.1. Mental Disorders………………….……………………………………………………122.1.2. ADHD………………………………………………………………………………….122.1.3. ADHD in classroom……….………. ……………………………………….................132.2. Literature review ………...………………………………………………………………….143. Methodology ………………………………………………………………….......................183.1. Type of study………………………………………………………………………………..183.2. Context and Participants ………………………………………………………………........193.3. Ethical Considerations………………………………………………………………………203.3.1. Informed consent………………………………………………………………………203.3.2. Confidentiality…………………………………………………………………………203.4. Data Collection Method….………………………………………………………………….203.5. Data Analysis ……………………………………………………………………………….224. Findings ………………………………………………………………………………………264.1. Themes…………………………………………………………………………………........264.1.1. Perception as growth………………………………………………………...................264.1.2. Dependency…………………………………………………………………………….274.1.3. Being authentic with others and learning………………………….…………………...284.1.4. Feelings connected to pedagogy………………….……………………………………294.1.5. Visions of teaching………………………………………………………….................304.1.6. The Power of Continuity….……………………………………………………………334.2. Conceptual structure…………………………………………………………………….......335. Discussion …….……………………………………………………………...........................356. Reflection …………………………………………………………………………………….387. Conclusion……………………………………………………………………………………408. Appendixes…………………………………………………………………………………...439. References…………………………………………………………………………………….52PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajo de Investigación/Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2020https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/closedAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_14cbThe lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological studyTrabajo de grado - PregradoInfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fInfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Almanza, L. A., & Perez, G. P. (2017). Attention deficit-hyperactivity disorder in EFL student’s learning: influencing factors. Revista Digital Palabra, 2(1), 30-37.American Psychiatric Association [APA]. (2018). What is ADHD? Retrieved from https://www.psychiatry.org/patients-families/adhd/what-is-adhdBarkley, R.A., Shelton, T.L., Crosswait, C.R., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., & Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology & Psychiatry & Allied Disciplines, 41(3) 319-332.Burch, R. (1990). Phenomenology, lived experience: Taking a measure of the topic. Phenomenology+ Pedagogy, 8(1), 130-160.Collins, A. G. (2016). Students with ADHD: Can They Find Success in the Classroom?Connelly, L. M. (2010). What is phenomenology? Medsurg Nursing, 19(2), 127-8. Retrieved from https://ezproxyucor.unicordoba.edu.co:2061/docview/230522357?accountid=137088Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of advanced nursing, 26(3), 623-630.Dorfman, E. (2013). Naturalism, objectivism and everyday life. Royal Institute of Philosophy Supplement, 72, 117-133. doi: http://ezproxyucor.unicordoba.edu.co:2085/10.1017/S1358246113000088DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice, 50(1), 35-42.Edward, K. L., & Welch, T. (2011). The extension of Colaizzi’s method of phenomenological enquiry. Contemporary nurse, 39(2), 163-171.Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited.Giorgi, A. P., & Giorgi, B. M. (2003). The descriptive phenomenological psychological method.Given, Lisa, ed. (2008). "Lived Experience". The SAGE Encyclopedia of Qualitative Research Methods. SAGE Publications. Retrieved 2018-04-02.Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of emotional and behavioral disorders, 10(2), 79-89.Hamill, C., & Sinclair, H. A. (2010). Bracketing–practical considerations in Husserlian phenomenological research. Nurse researcher, 17(2).Hyman, S., Chisholm, D., Kessler, R., Patel, V., & Whiteford, H. (2006). Mental disorders. Disease control priorities related to mental, neurological, developmental and substance abuse disorders, 1-20.Kirby, A., & Kaplan, B. J. (2003). Fast facts: Specific learning difficulties - attention deficit hyperactivity disorder (1st ed. ed.). Abingdon: Health Press Limited. Retrieved from https://ezproxyucor.unicordoba.edu.co:2061/docview/1159974432?accountid=137088Kutcher, S., Wei, Y., & Morgan, C. (2015). Successful application of a Canadian mental health curriculum resource by usual classroom teachers in significantly and sustainably improving student mental health literacy. The Canadian Journal of Psychiatry, 60(12), 580-586.Longhurst, R. (2003). Semi-structured interviews and focus groups. Key methods in geography, 3, 143-156.Martinussen, R., Tannock, R., & Chaban, P. (2011, June). Teachers’ reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. In Child & Youth Care Forum (Vol. 40, No. 3, pp. 193-210). Springer US.National Institute of Mental Health (2016). Attention-Deficit/Hyperactivity Disorder. Retrieved June 23, 2019, from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtmlPART 01: SPECIAL NEEDS - GUIDANCE FOR PARENTS - chapter 1.3: A guide to the classification of special needs (2014). London: Kogan Page Ltd. Retrieved from https://ezproxyucor.unicordoba.edu.co:2061/docview/1812125812?accountid=137088.Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in applied statistics, 19(1), 159-177.Richters, J. E., Arnold, L. E., Jensen, P. S., Abikoff, H., Conners, C. K., Greenhill, L. L., ... & Swanson, J. M. (1995). NIMH collaborative multisite multimodal treatment study of children with ADHD: I. Background and rationale. Journal of the American Academy of Child & Adolescent Psychiatry, 34(8), 987-1000.Sabet, M. K., Farhoumand, F., Zafarghandi, A. M., & Naseh, A. (2015). The effect of focus strategies on ADHD students' english vocabulary learning in junior high school. International Journal of Applied Linguistics and English Literature, 4(1), 125-136.Topkin, B., & Roman, N. V. (2015). Attention Deficit Disorder (ADHD): Primary school teachers’ knowledge of symptoms, treatment and managing classroom behaviour. South African Journal of Education, 35(2), 988.Villalobos, O. B. (2012). Attention-Deficit Hyperactivity Disorder in the EFL classroom: A case study. Innovaciones Educativas, 13(18), 23-33.Wall, C., Glenn, S., Mitchinson, S., & Poole, H. (2004). Using a reflective diary to develop bracketing skills during a phenomenological investigation. Nurse Researcher, 11(4).TDAHTDAH en el salón de clasesDesórdenes mentalesMental DisordersADHDADHD in classroomPublicationORIGINALArango, M. & Schortborgh, E. .pdfArango, M. & Schortborgh, E. .pdfapplication/pdf585845https://repositorio.unicordoba.edu.co/bitstreams/d379c7b9-27ee-4f80-8f74-ad400c9e6cf4/download3980ac67bc2c6d64519392d2d75bdcaaMD51Autorización.pdfAutorización.pdfapplication/pdf795798https://repositorio.unicordoba.edu.co/bitstreams/61e22cf4-0694-4449-adf6-ce0b488894f0/download8643d9f45dc352ef6c60af66d44717cdMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.unicordoba.edu.co/bitstreams/2d2ca8da-67e6-47df-bdf5-107138c53837/download2f9959eaf5b71fae44bbf9ec84150c7aMD56TEXTArango, M. & Schortborgh, E. .pdf.txtArango, M. & Schortborgh, E. .pdf.txtExtracted 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