Teacher_inquiry_private_institution_Chapter5_Part29.docx - Time however was not a hindrance for SA8 when she was teaching \u2018Theme Study\u2019 under the

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Time, however, was not a hindrance for SA8 when she was teaching ‘Theme Study’ under the MUFY programme during the first and second cycle. Under the MUFY programme, SA8 taught 18 hours per week for the duration of 18 weeks. Despite her busy schedule, she experimented with inquiry-based teaching the most during these cycles and continuously shared her experiences with the community. AL1, MI4, and HE5, on the other hand, did not face any time constraints in all three cycles; however, they did not report any experiment with new strategies learnt through community sharing. This was attributed to many individual teachers’ factors. 5.4.3.2 Administrative Work Even though it was agreed that teachers’ time tables were to be blocked from any activities during lunch time on Friday for the period of three semesters so that they could attend TIC meetings, at times teachers were unable to come on time as they were tied up with administrative work, for example, test invigilation or teachers’ meetings. This was observed to occur generally among the IEP teachers. Sometimes they had to leave slightly early because they had to prepare test venues or they had other meetings to attend. Sometimes, they would come after a discussion on a dilemma had started and leave when community members were discussing the strategies to resolve a certain dilemma. This impacted teachers’ reflection or understanding of specific issues, outcomes of experiments, or use of specific strategies. This frustration was voiced by JO7:
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  • Summer '16
  • IEP

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