TEACHER LIVED EXPERIENCE TEACHING IN SCHOOL IN HOSPITAL (SIH): A
PHENOMENOLOGICAL STUDY
BY
SURIANA BINTI ARIFIN
A dissertation submitted in fulfilment of the requirement for the degree of Master of Education
Kulliyyah of Education
International Islamic University Malaysia
SEPTEMBER 2018
ii
ABSTRACT
The development of school in hospital (SIH) in Malaysia since 2011 is to cater for students who have to miss schooling while being hospitalized. This effort is in accordance with the United Nations Educational Scientific and Cultural Organizations (UNESCO) provision which is Education For All (EFA) no matter what the condition that students are facing. The Purpose of this study is to explore the lived experiences of teachers in SIH. This study was conducted by interviewing two respondents who taught in SIH each in Hospital Selayang (SIHHS), and Hospital Ampang (SIHHA).
The respondents were selected using purposive sampling method. The interview was conducted using a semi-structured interview guide. The results were then analyzed manually according to codes and themes where the themes were classified into three main subcategories which included the uniqueness of SIH, the skills needed for all teachers in SIH and the challenges faced by teachers in SIH. In conclusion, it could be said that special attributions of the SIH are providing better choices to the students to have an education during hospitalization. Secondly, teachers need to acquire certain skills in fulfilling the role as educator and lastly what the challenges that teachers faced in their unique settings become as feedback and elements to improve on and develop SIH in the long run.
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ثحبلا ةصلاخ
ماع ذنم أدب يذلا اهريوطتو ايزيلام في ىفشتسلماب ةقحللما ةسردلما َّنإ 1122
ةمدلخ وه ،م
يقلتل ىفشتسلما في مهزاجتحا ءانثأ ةسردلما لىإ باهذلا نم نونكمتي لا نيذلا بلاطلا جلاعلا . ةفاقثلاو مولعلاو ةيبترلل ةدحتلما مملأا ةمظنم صوصن عم مجسني دهلجا اذه
(ا وكسنويل )
بلاطلا اههجاوي تيلا فورظلا نع رظنلا ضغب ،عيمجلل ميلعتلا َّنإ ؛يهو ، .
َّنإ
ىفشتسلماب ةقحللما ةسردلما يملعلم ةّيلحا براجتلا فاشكتسا وه ةساردلا هذه نم ضرغلا .
في سيردتلاب اَماق نيذّللا ينبيجتسلما نم يننثا عم تلاباقم للاخ نم ةساردلا هذه تيرجأ لاس ىفشتسم غفمأ ىفشتسمو غي
ةفدالها ةنياعلما ةقيرط مادختساب ينبيجتسلما رايتخا ََّتَ . .
ةمظنلما هبش ةلباقلما ليلد مادختساب ةلباقلما تيرجأ ينناوقلل اًقفو اًّيودي جئاتنلا ليلتح ََّتَ َّمثُ .
دّرفت تلشم تيلاو ،ةسيئر ةّيعرف تائف ثلاث لىإ تاعوضولما فينصت ََّتَ ْذِإ ؛عيضاولماو ةسردلما
تايدحتلاو ،ىفشتسلماب ةقحللما ةسردلما يملعم عيملج ةمزلالا تاراهلماو ،ىفشتسلماب ةقحللما اهيف مههجاوت تيلا ةقحللما ةسردملل ةّصالخا تايحلاصلا ّنإ لوقلا نكيم ،ماتلخا فيو .
ىفشتسلما في جلاعلا ءانثأ ميلعتلا ىلع لوصحلل بلاطلل لضفأ تارايخ رفوت ىفشتسلماب .
ينملعم مهفصوب مهرود ءادلأ ةنّيعم تاراهم باستكا لىإ نوملعلما جاتيح ،اًين اث ،اًيرخأو .
لعف دودر ةباثبم حبصتس ةديرفلا متهائيب في نوملعلما اههجاوي تيلا تايدحتلا تناك امهم
ليوطلا ىدلما ىلع ىفشتسلماب ةقحللما ةسردلما ريوطتو ينسحتل رصانعو
.
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.
………..
Nik Suryani Nik Abd. Rahman Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.
………..
Haniza Rais Examiner
This dissertation was submitted to the Department of Educational Psychology and Counseling and is accepted as a fulfilment of the requirement for the degree of Master of Education
………..
Haniza Rais
Head, Department of
Educational Psychology and Counseling
This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education
………..
Ismail Sheikh Ahmad
Acting Dean, Kulliyyah of Education
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DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.
Suriana binti Arifin
Signature... Date...
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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH
TEACHER LIVED EXPERIENCE TEACHING IN SCHOOL IN HOSPITAL (SIH): A PHENOMENOLOGICAL RESEARCH
I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.
Copyright © 2018 Suriana binti Arifin and International Islamic University Malaysia.
All rights reserved.
No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below
1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.
By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.
Affirmed by Suriana binti Arifin
……..……….. ………..
Signature Date
vii
ACKNOWLEDGEMENTS
In the name of Allah, the Most Merciful and the Most Compassionate, all praise and thanks be to the Almighty Allah for bestowing me with the strength, patience and endurance in completing this research. Without the encouragement, help and support of a number of dedicated people, this research would not have been possible. It is with heartfelt gratitude that I acknowledge and thanks the following people who have made the completion of this thesis possible.
First and foremost, I would like to thank my supervisor, Assoc. Prof Dr. Nik Suryani Nik Abd Rahman for introducing me to the world of qualitative study. Thank you so much for accepting me as your supervisee. I could not have completed this journey without your support in designing and in carrying out every aspect of this research. You continually remind me to always positive in my endeavor and your beautiful words and encouragement have enhanced my belief that there will be light at the end of this long journey.
I would also like to express my sincere gratitude to my parents who became my anchor throughout my study. They inspired me to preserve and stay focused all the time and this study would not have been completed without their unconditional support and love.
I would also like to extend my sincere thanks and appreciation to all my colleagues who readily lend an ear to my problems and who provide strong emotional support whenever I feel down.
Lastly, to my husband and two beloved children, there are no words that I can use to thank you for your sacrifices and support. You have given me your time to walk with me through this educational journey and have allowed me the space to pursue my study. Thank you for being my backbone, my shoulder to cry on and my star in the night.
I would never have been able to face all the challenges alone in completing this thesis without your help. May Allah rewards you for all your good deeds.
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TABLE OF CONTENTS
Abstract ... ii
Abstract in Arabic ... iii
Approval Page ... iv
Declaration ...v
Copyright Page... vi
Acknowledgements ... vii
List of Table ... xii
List of Figures ... xii
CHAPTER ONE: INTRODUCTION ...1
1.1 Background of the Study ...1
1.1.1 Development of SIH ...2
1.2 Statement of the Problems ...4
1.3 Objectives of the Study ...6
1.4 Research Questions ...6
1.5 Significance of the Study ...6
1.6 Limitation of the Study ...7
1.7 Delimitation of the Study ...7
1.8 Definitions of Terms ...8
CHAPTER TWO: LITERATURE REVIEW ...10
2.1 Introduction ...10
2.1.1 Lived Experience of Teacher ...10
2.1.2 Hospital School Teacher ...13
2.1.3 Hospital School Learners ...14
2.1.4 Benefits of Attending the Hospital School ...15
2.1.5 Educational Setting and Challenges in School in Hospital (SIH) ...17
2.2 Theoretical Framework ...19
2.2.1 Kolb’s Experiential Learning Theory ...19
2.2.2 Dewey’s Theory Of Experience ...22
2.2.3 Teacher as Change of Agents ...23
2.2.4 Situation In Malaysia ...24
2.3 Summary ...24
CHAPTER THREE: RESEARCH METHODOLOGY ...26
3.1 Introduction ...26
3.2 Qualitative Research Design ...26
3.3 Design of Study...27
3.4 Participants ...29
3.5 Pilot Study ...29
3.6 Instruments ...30
3.7 Data Collection ...31
3.8 Data Analysis ...32
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3.9 Ethical Considerations ...33
3.10 Summary ...33
CHAPTER FOUR: FINDINGS AND DATA ANALYSIS ...34
4.1 Introduction ...34
4.1.1 Profiles of Respondent ...34
4.2 Part A: The Uniqeness of SIH ...35
4.2.1 Criteria ...35
4.2.1.1 National Education Syllabus ...35
4.2.1.2 Focus on Basic Subjects...37
4.2.1.3 Partially Managed Discipline and Co-Curriculum ...38
4.2.1.4 Qualifications of Teachers ...39
4.2.1.5 Fun Learning ...40
4.2.1.6 Flexible Teaching...43
4.2.1.7 No Major Examination ...46
4.2.1.8 Special Session...46
4.2.2 Activities ...47
4.2.2.1 Bed-Site Teaching ...48
4.2.2.2 Collective Teaching ...50
4.2.2.3 Art Session ...51
4.2.2.4 Religious Classes ...53
4.2.2.5 Motivational Session ...53
4.2.3 Method ...53
4.2.3.1 Heart to Heart Session ...54
4.2.3.2 Parent’s Consent ...54
4.2.3.3 Follow-Up Learning...55
4.2.4 Implication ...55
4.2.4.1 Teaching Satisfaction ...55
4.2.4.2 Less Workload And Stress ...56
4.2.4.3 Exposure to Teaching ...56
4.2.4.4 Helping the Care Givers...57
4.2.4.5 Relationship between Teacher and Student ...57
4.2.4.6 Ease the Feeling of Missing the Home School ...58
4.2.5 Summary ...58
4.3 Part B: Skills Required by the Teachers in SIH ...59
4.3.1 Empathy ...60
4.3.2 Motivational Skill ...61
4.3.3 Multitasking ...62
4.3.4 Specialized Skill...63
4.3.5 Counseling ...64
4.3.6 Creativity...65
4.3.7 Flexiblelity ...65
4.3.8 Spirituality...66
4.3.9 Summary ...67
4.4 Part C: Challenges that Teachers Face Teaching in SIH ...68
4.5 Internal Challenges ...68
4.5.1 Emotional ...69
4.5.2 Relationship ...69
4.5.3 Skills ...71
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4.6 External Challenges ...71
4.6.1 Environment ...72
4.6.2 Disease Exposure ...72
4.6.3 Communication ...73
4.6.4 Student Character ...75
4.6.5 Collaboration...76
4.6.6 Summary ...77
CHAPTER FIVE: IMPLICATIONS AND RECOMMENDATIONS ...78
5.1 Introduction ...78
5.1.1 Knowledge of SIH in Malaysia ...79
5.1.2 Pedagogy of Teaching in SIH ...80
5.1.3 Guideline Modules ...80
5.2 Recommendation and Conclusion ...81
REFERENCES ...83
APPENDIX A: SOALAN KAJI SELIDIK ...90
APPENDIX B: LETTER OF APPROVAL OF M.E.D RESEARCH PROPOSAL ...92
APPENDIX C: LETTER OF PERMISSION TO CONDUCT RESEARCH AT SIH FROM KULLIYYAH OF EDUCATION IIUM ...93
APPENDIX D: LETTER OF APPROVAL TO CONDUCT RESEARCH FROM SPECIAL EDUCATION DIVISION IN MINISTRY OF EDUCATION MALAYSIA ...94
APPENDIX E: LETTER OF APPROVAL TO CONDUCT RESEARCH FROM EDUCATIONAL PLANNING AND RESEARCH DIVISION IN MINISTRY OF EDUCATION MALAYSIA ...96
APPENDIX F: INFORM CONSENT...97
APPENDIX G: INTERVIEW TRANSCRIPTION ...101
xi LIST OF TABLES
Table 3.1 Summary of Respondents’ Demographic Data 29
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LIST OF FIGURES
Figure 2.1 Kolb’s Learning Theory 19
Figure 2.2 Summary of Kolb’s Learning Theory 20
Figure 2.3 Kolb’s Learning Style 21
Figure 2.4 Theoretical Framework 24
Figure 4.1 Some of the Text Books and Assisted Materials Place in the on Shelf in Class Corner
36
Figure 4.2 Fun Learning in School Room 41
Figure 4.3 Students Using Interactive Tools in Schoolroom 42
Figure 4.4 Some of Interactive School Design 42
Figure 4.5 Computer in School Room as 21st Century Tools 42
Figure 4.6 Interactive Interior Design in School Room 43
Figure 4.7 Fun Learning in Mathematics Session 43
Figure 4.8 Individual Session in School Room 45
Figure 4.9 Multilevel of Learning in Schoolroom 45
Figure 4.10 Multilevel of Learning 46
Figure 4.11 Bed-Site Teaching 48
Figure 4.12 Students Complete Task during Bed-Site Teaching 49 Figure 4.13 Students and Teacher during Bed-Site Teaching 49
Figure 4.14 Teaching in School Room 50
Figure 4.15 Feedback Board in School Room 51
Figure 4.16 Student‘s Art Work 52
Figure 4.17 Among of the Products from Art Session 52
Figure 4.18 An Illustration Summary of the Uniqueness of SIH 58
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Figure 4.19 An Illustration Summary of Skills Required by Teachers Teaching in SIH
67
Figure 4.20 An Illustration Summary the Challenges for Teachers in SIH
77
Figure 5.1 An Illustration Summary Finding Teacher’s Experience of Teaching in SIH
78
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LIST OF ABBREVIATIONS
EFA Education for All
GOSH Great Ormon School Hospital
HBV Hepatitis B Virus
HCV Hepatitis C Virus
HIV Human Immunodeficiency Virus
KPLI Kursus Perguruan Lepasan Ijazah LINUS Literation Numeration Screening MME Malaysia Ministry of Education MMH Malaysia Ministry of Health
PSV Visual Art Education
PT3 Pentaksiran Tingkatan Tiga
RBT Design Technology Education
SIH School in Hospital
SIHHA SIH in Hospital Ampang SPM Sijil pendidikan Malaysia
TB Tuberculosis
UNESCO United Nations Educational Scientific and Cultural Organization
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CHAPTER ONE INTRODUCTION
1.1 BACKGROUND OF THE STUDY
When a student is warded in hospital for a certain period of time, how is his or her education status? Does he or she need to stop learning until he or she recovers and get discharged from hospital? What if students are diagnosed with terminally ill diseases which require long hospitalization? What about their education?
There are indications that some school programmes in the hospitals are abducted to cater the educational needs of students admitted. According to Lemke, (2004);
“Hospital school extends instruction beyond the school walls to support student achievement. Teachers in hospital school provide instruction and instructional support to students who are unable to participate in school with their peers due to chronic illness or injury. The availability of these services offers tremendous support for those who can access them” (p.1)
In Oxfords hire Hospital School Australia, there are programmes that manage students’ education who are unable to attend school for medical or mental health reasons. This school works in partnership with parents and other professionals and aims to provide a broad, balanced and relevant curriculum for all. These are some of the students’ and families’ feedback from this School hospital programme “The teacher gave me the support I needed and I am very pleased”, “My daughter has focused well on keeping up with her studies whilst in hospital for two weeks”
(Oxfords hire Hospital School, 2016). These reactions show that such programme were really meaningful and beneficial to students, families and communities. Thus, this kind of programme needs to be established well too in Malaysia in line with the
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aim of United Nations Educational Scientific and Cultural Organizations (UNESCO) which is Education for All (EFA).
In Malaysia, according to the Health Facts 2014 report, there were 7,715,885 child attendances at government hospitals in 2013. These numbers portray that hospitals receive a large number of child attendance yearly and these children need to be catered to especially when they are still in school. Such programmes will assist those students to further and continue their study while still being hospitalized with the help from parents and medical practioners.
However, in Malaysia the study and inquiry about this kind of school to be further developed is not deeply studied yet. Lemke (2004) in his paper stated that
“Information describing hospital schools and how they deliver education to children does not seem to be available” (p. 1). The information from this study hopefully will help many stakeholders with further references in the future. Thus, the study about lived experiences of the teacher while teaching in school hospital in Malaysia will be a unique and explorative process.
1.1.1 Development of SIH
The development of a new setting in education may create new a environment of teaching experience to teachers and learning experiences to students. In Malaysia, School in Hospital (SIH) has been launched to fulfill the Malaysia, Education Blueprint (2013-2025) which states that education is accessible to all children despite their situation.
The school in hospital has been launched in 2011 which involved the collaboration between Malaysia, Ministry of Education (MME), Malaysia Ministry of
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Health (MMH) and Yayasan Nurul Yaqeen (YNY). In MME, SIH is structured under the Special Needs education department.
This type of school is the brainchild of Ybhg. Puan Sri Datin Paduka Noorainee bt Abd Rahman who later became the advisor of School in Hospital program (SIH). This programme has been conducted under the Projek Hati Nurani. It had been launched on 26 July 2011 by the former Deputy Prime Minister, YAB Tan Sri Dato’ Haji Muhyyidin Mohd Yassin. Untill September 2015, fifteen (15) SIH have been established in Malaysia (Sekolah dalam hospital, 2018). The objectives of this school are:
1. To ensure that education is accessible to all children without borders.
2. To prepare formal and structured continuous learning for sick students who receive got treatment in hospital.
3. To establish the collaboration between Malaysia Ministry of Education (MME) Malaysia Ministry of Health (MMH) and Yayasan Nurul Yaqeen (YNY).
4. To support and stimulate students to pursue in studying.
Until 2015, there are fifteen SIH established in Malaysia. They are;
1. SIH in Hospital Kuala Lumpur.
2. SIH Hospital Ampang, Selangor.
3. SIH Hospital Serdang, Selangor.
4. SIH Pusat Perubatan University Kebangsaan Malaysia, Selangor 5. SIH Hospital Univerity Sains Malaysia, Kelantan.
6. SIH Hospital Sultan Haji Ahmad Shah, Temerloh, Pahang.
7. SIH Hospital Sultanah Aminah, Johor Bharu, Johor.
8. SIH Hospital Pakar Sultanah Fatimah (HPSF), Muar, Johor.
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9. SIH Pusat Perubatan Univeriti Malaya, Kuala Lumpur.
10. SIH Hospital Selayang, Selangor.
11. SIH Tunku Ja’far, Seremban, Negeri Sembilan.
12. SIH Hospital Umum Sarawak, Sarawak.
13. SIH Hospital Wanita dan Kanak kanak Likas, Kota Kinabalu, Sabah.
14. SIH Hospitak Tawau, Sabah.
15. SIH Hospital Sultanah Nur Zahirah, Kuala Terengganu, Terengganu.
In countries such as Australia, Canada and United Kingdom, schools in hospitals are well established and properly managed. Compared to them, Malaysia is still developing school in hospitals, an effort that needs more innovation and improvement in order to ensure the successfulness of the programme. Thus, exploring teacher’s experience while teaching in such a new learning setting could provide information and feedback on how to invent and develop the specific teaching-learning process.
1.2 STATEMENT OF THE PROBLEMS
The newly-developed idea of SIH in Malaysia in 2011 is one of the initiatives to bring the education accessible to all levels of learners despite the hindrance they face. This new concept of school gives a new paradigm for the education system in Malaysia as it create a different type of learning process. Yet, this new concept of teaching needs to be continuously assessed and reviewed according to the demand of the learning needs (Steinke et al., 2016).
Due to the new situation in Malaysia, the development of SIH is expected to develop more in hospitals in some states then in others where all the ill students will be able to access the education system regardless of the condition they are in.
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However, the feedback on this new learning that came from teachers’ perspective while teaching in this new setting was not commonly studied due to the scarce information about this topic especially in Malaysia. From the teachers’ point of view and life experiences in teaching such students, it could help stakeholders to analyze the learning process in more a holistic view.
According to the school report there are certain actions that need to be taken in order to improve the SIH in the future including further developing plan on how school can support the parents and students by expanding service services provided within the activity center (Sydney children hospital school, 2016). Teachers’ lived experience while teaching in SIH can serve as an appropriate feedback to develop a useful plan to support the parents and students. Burns (2013) in his paper stated that due to the lack of research on school in hospital as stated by Lemke’s study in 2004, had influenced him to produce his dissertation regarding teaching children with health crisis in school in hospital setting. This study indirectly provided additional information relevant to the Malaysia’s condition.
In response to the current situation, this study will become the base knowledge and understanding about the psychological effects of teaching in SIH for the stakeholders involved in the developments of the system. Teachers’ experience will become the best feedback in evaluating the programme offered in the SIH. Thus, teachers’ experience in this new teaching setting is very significant for further references and improvements to the system in the future especially in meeting students’ needs.
6 1.3 OBJECTIVES OF THE STUDY
The primary objective in conducting this study is to explore the lived experiences of teachers in SIH especially about the challenging situations of teaching in a new, non- regular classroom setting.
1.4 RESEARCH QUESTIONS
In order to achieve this objective, these research questions are proposed;
1. What are the challenges faced in conducting teaching in SIH?
2. What are the skills that teachers need in conducting SIH programme?
3. What are the natures differences of teaching setting in SIH compare to mainstream school?
1.5 SIGNIFICANCE OF THE STUDY
This study will contribute to the development of knowledge regarding SIH programme in Malaysia as knowledge and research on such a programme is still lacking and scarce.
This study also will benefit most stakeholders in education in providing a basis of understanding, knowledge and experience of conducting students who are learning in different situations and locations. This study also will help the teachers to create and innovate teaching pedagogy according to the students’ needs. Based on the annual report of Sydney Children School Hospital, the feedback that teachers get could help them to be creative on how to deliver high quality learning experiences. Consequently, students will have improved levels of engagements and make better progress in their learning (2016). Thus, understanding the phenomena of students learning in SIH from the teachers’ perspective will provide beneficial information in evaluating the teaching
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process and also to provide recommendations for further study in the future (Goodman, 2015).
However, most importantly this information will give guidelines to help frame modules for teaching and to help structure a proper curricular for the programme to meet the students’ needs. Thus, the Malaysian Ministry of Education (MME) will be more equipped to run this programme.
1.6 LIMITATION OF THE STUDY
In this study, the limitation was possibly the small number of respondents. The study is intended to cover selected samples in both SIH in Hospital Ampang (SIHHA) and in SIH in Hospital Selayang (SIHHS) only. The reason why only two SIHs were selected because of their strategic locations and convenience for the researcher to gather the data needed. Other SIHs in Malaysia were ruled out by the researcher due to some constraints like distance and cost incurred in going to the SIH outside Selangor. Besides, the SIHs chosen were earlier ones established in Malaysia.
1.7 DELIMITATION OF THE STUDY
This study was limited by focusing SIH in two hospitals only. Thus, participants in this study did not represent all the population in SIH in Malaysia. During the development of the study plan, delimitation issues arise when deciding on exclusionary and inclusionary aspects of the study (Jessen, 2017). This study was delimited to the experiences of teachers in two SIH in Malaysia. Thus, the finding of this study may not apply to general SIH in Malaysia.
In this study, good public relation skills had to be applied to get the utmost cooperation from the respondents. They were not forced, rather they cooperated
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willingly during the interview sessions. They were given assurance that details given will remain anonymous. This helped to create a smooth flow of ideas between the researcher and participants. The feedbacks and responses given by the respondents were justified clearly in terms of reliability and validity as the researcher had no influence on them what so ever.
1.8 DEFINITIONS OF TERMS
Defining the terms in the study will help the reader to understand the context of the research the same way as the researcher meant it to be (Polit & Beck, 2012). It also provides deeper understanding of the study and allows the researcher and reader to view the concepts in similar way (Goodman, 2015). Definitions of the key concepts are provided for these studies which include:
School in Hospital (SIH)
SIH refers to the School that is being established in government hospitals in Malaysia under the management Malaysia Ministry of Education (MME) Malaysia Ministry of Health (MMH) and Yayasan Nurul Yaqeen (YNY) (Sekolah dalam hospital, 2017).
This type of school is not established in every hospital in every state, but only in selected hospitals only.
Lived Experience
Lived experience is the personal or individual knowledge about the world that is gained through direct and first hand involvement in daily events (Oxford, 2017). In this study the lived experience of the teachers refers to their direct involvement in
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teaching students in hospitals, sick students who have missed out school due to their illness and long term hospitalization.
Teacher
For the purpose of this study, teacher refers to the teachers in SIH who have had teaching experience at least for two years in government school. They received basic training and certification in handling students in SIH from Malaysia Ministry of Education (MME) before they were placed in the government schools and SIH.
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CHAPTER TWO LITERATURE REVIEW
2.1 INTRODUCTION
Teaching is indeed a challenging profession as teachers need to make sincere efforts from time to time to upgrade their knowledge, skills and quality of teaching to improve their students’ educational standards. Hence, the teachers’ perspectives of their experience would contribute valuable feedback to address the weakness in the education. Such worthy information will be explored through the lived experience of the teacher. This chapter will review the lived experience of teachers and other elements of teaching in school in hospital.
2.1.1 Lived Experience of Teacher
The ability to learn from experience is an important skill for everyone, especially for teachers. In what way lived experience contribute to the profession of a teacher?. Like all people, teachers’ lived experience is ever challenging and becoming more complex, influenced by experience and time (Kennedy, 2006).
Lived experience is a pedagogical journey for a teacher to explore how experience affects the continuity of learning. It always relates to the phenomenology inquiry process. Phenomenology provides methodology to capture the essence of teacher experience. According to Van Manen, the purpose of phenomenology is to transform lived experience into a textual expression of its essence. To capture the essence of the phenomenon (Frank, 2012).
