An Investigation into training programmes of teachers of learners with vision impairment in Turkey and England

Akbayrak, Kubra (2019). An Investigation into training programmes of teachers of learners with vision impairment in Turkey and England. University of Birmingham. Ph.D.

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Abstract

This thesis is concerned with what it is to be a teacher of learners with vision impairment (VI teacher). It presents a comparative case study of two national VI teacher training programmes in Turkey and England. Using Bronfenbrenner’s ecological systems model of human development as a theoretical lens, the study investigates similarities and differences between the approaches of training programmes to the distinctive roles of VI teachers in the two countries. Data was gathered through questionnaires and interviews from programme stakeholders in both countries (VI teachers, trainees and tutors). By putting the learner with vision impairment at the centre of the analysis, key findings of the study are as follows: (1) While the role of VI teachers is conceptualised within proximal and distal systems of the learner in England, the role of VI teachers in Turkey is mostly conceptualised within the proximal system(s) of the learner. (2) The concept of promoting independence of learners is more narrowly understood as relating to teaching ‘daily living’ and ‘mobility’ skills in Turkey, whereas it is conceptualised as developing ‘independent living’, ‘independent learning’ and ‘self-advocacy’ skills of learners in England. (3) The partnership role with families is shaped by a teacher-centred approach in Turkey and is mainly reflected in family training strategies for changing the attitudes of families towards disabilities, whilst there is a learner-centred approach in England, which mostly emphasises family support for developing and promoting the independence of the learner.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
Supervisor(s):
Supervisor(s)EmailORCID
Douglas, GraemeUNSPECIFIEDUNSPECIFIED
Schuelka, MatthewUNSPECIFIEDUNSPECIFIED
Licence: All rights reserved All rights reserved
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: L Education > L Education (General)
URI: http://etheses.bham.ac.uk/id/eprint/9736

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