A Phenomenological Study of Key Stakeholders' Lived Experiences While Implementing an Aligned Foreign Language Curriculum
A Phenomenological Study of Key Stakeholders' Lived Experiences While Implementing an Aligned Foreign Language Curriculum
Author:
Pedro P. Aguas
Program of study:
Ed.D./CI
Abstract:
Despite the major attempts at implementing foreign language curriculum innovation initiatives to improve the quality of foreign language education in Colombia, educational reforms at the national level continue to be unsuccessful. The purpose of this phenomenological study was to examine the lived experience of 12 key stakeholders during the implementation of a foreign language curriculum innovation at an urban public secondary school in a Northern city in Colombia, South America. The current study involved Moustakas’ modification of Stevick-Colaizzi-Keen method of phenomenological analysis and Van Manen’s (1990) hermeneutic approach to phenomenology. The data were collected through semi-structured in-depth interviews, focus groups, and a reflective diary. Seven themes emerged from the data: a) aligned curriculum and political aims, b) awareness of the significance of affectiveness, c) a sense of ownership and lifelong learning, d) communication as the cornerstone of implementation, e) ability to face uncertainty and challenges, f) ability to create transformational leadership, and g) transcendence toward innovation. The study highlights the feasibility of curriculum innovation at the secondary level with key stakeholders’ commitment and full potential.
Dedication:
I dedicated the fulfillment of my goal to my wife, Rosalía, and my children, Charlene Jeannette, Héctor, and Angie and, my brothers Luis Guillermo and Alba for indirectly helping me during times of uncertainty and struggle throughout my dissertation process. Thank you for helping me to believe in new growth opportunities and understand the value of lifelong education.
I would also like to dedicate the completion of this journey to Glena Gestad, one of my fellow doctoral learners at First Year Residency, for her continual words of encouragement. “Do not give up! Just keep getting up one more time than they shoot you down. You will cross the finish line sooner than you think... You will win because you won't let them beat you down” (G. Gestad, personal communication, May 6, 2012). Special thanks go to my lecturers Judy Bullock in Phoenix, Arizona and Richard Schuttler, and Muhammad Betz for their expertise, moral support, and leadership.
Finally, I dedicate this work to everyone who believes in and values online education as an option open to lifelong learners. I am indebted to University of Phoenix for offering me the opportunity to keep involved with knowledge and sound professional development. I hope that my willingness and perseverance to fulfill professional dreams will help others to strive for their own overarching expectations.
Acknowledgements:
A number of important individuals helped me to complete this dissertation successfully. I am very thankful to my mentor, Dr. Liane Mathews for her wisdom, guidance, and patience. Her support, mentorship, and cooperation made this doctoral journey a less difficult task from start to finish. Thank you, Dr. Mathews, for guiding me and believing that there is always a way out. Your wisdom and patience were finally rewarded. I am and will be forever grateful for your time, efforts, and encouragement. I will always remember your words, “I do want you to know you are not alone; ... I know you are a strong person and will persevere. If you ever feel the need to get something off your chest know that I am here to listen” (L. Mathews, personal communication, March 27, 2013). I was honored to count on you as my mentor. My dissertation committee members, Susan Orshan and Jeanette Kersten, provided useful feedback and support. Their contributions to this work were valuable. Their commitment to professional work and teamwork illuminated my final scholarly decisions. I would also like to thank my editor, Jessica Wright, who helped with her expertise in APA issues during my research proposal and dissertation process. Her dedication to editorial work contributed to the completion of a scholarly research product. I am thankful to my academic counselors, Amber Habura and Denise Jenkins, my financial advisors, Joel Delavara, and Michael Whyte for their dedication, professionalism, and timely support.
I would like to thank other people for their direct or indirect participation in the completion of this dissertation. To my colleagues, Cristóbal Zúñiga Hoyos, Hery Castillo Vellojin, Luis Guillermo Téllez, and Delia González. Thank you for your moral support throughout the doctoral journey. You believed in me. To my nephew and friend Efraín Castillo Aguas. Thank you for your time and technical support.
Lastly, I also wish to thank the school administrators, teachers, and parents, who participated in this phenomenological study. Thank you, colleagues. This work is the evidence of your effective an unconditional participation.