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Record identifier : 566035
Personal Name - Primary Intelectual Responsibility : Seaman, Mark L
Title and statement of responsibility : First-year teacher, second time around: A narrative self-study of teaching in higher education [Thesis]
Publication, Distribution,Etc. : University of Houston, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , University of Houston
Summary or Abstract : Drawing on the situated learning theories of Dewey (1938) and using Schwab's notion of four commonplaces in educational thought (1973) as a theoretical and organizational framework, this inquiry into teacher knowledge is a self-study that focuses on the experiences of a graduate student and former public school educator as he begins facilitating undergraduate teacher preparation courses at the university level. The researcher identifies himself as both teacher and learner, focusing on teacher education as the subject matter within the milieu of a large, urban university which serves a diverse student population. Utilizing the method of narrative inquiry (Clandinin & Connelly, 1990), this work considers the importance of reflective practice (Schنn, 1983), experiential learning (Lave and Wenger, 1991; Brown, Collins, & Duguid, 1989; Kolb, 1984; Vygotsky, 1978), and autobiographical reflection as teachers expand their personal practical knowledge (Clandinin & Connelly, 1988) and discover how that knowledge came to be with the help of an emergent knowledge community (Craig, 1995). The narratives highlight the role of reflective practice in discovering "what works" for this particular teacher/learner in the higher education context. Recognizing the importance of previous contributions in the field of self-study for teacher educators (i.e., Ben-Peretz, 1995; Samaras, 2002) this work extends the knowledge base of teacher education practices by demonstrating how the reflective, self-conscious examination of one's work helps teacher educators reframe their teaching and offer out their experience towards others' learning.
Information of biblio record : TL
 
 
 
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