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" Exploring teachers' beliefs through collaborative journaling: A qualitative case study of Japanese preservice teachers' transformative development processes in an EFL teacher education program "
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566278
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| Personal Name - Primary Intelectual Responsibility
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Nagamine, Toshinobu
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| Title and statement of responsibility
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Exploring teachers' beliefs through collaborative journaling: A qualitative case study of Japanese preservice teachers' transformative development processes in an EFL teacher education program [Thesis]
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| Publication, Distribution,Etc.
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Indiana University of Pennsylvania, 2007
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| Language of Text,Soundtrack etc.
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eng
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| Dissertation of thesis details and type of degree
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Ph.D.
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| Body granting the degree
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, Indiana University of Pennsylvania
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| Summary or Abstract
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This qualitative case study was implemented to describe, interpret, and document preservice EFL teachers' learning processes through collaborative journaling and gained awareness for all participants (including myself as a participant-observer). Four preservice EFL teachers in Japan (two males and two females) participated in the study. At the time of the investigation, they were all undergraduate students studying in an EFL teacher education program at a Japanese university. To investigate their learning processes, a prime focus was placed on the participants' beliefs about language learning and teaching. Thus, this study was to understand what it meant for the participants to learn how to teach through collaborative journaling in the setting studied and what it possibly meant for them to change (or not to change) their beliefs during the term of the investigation..
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| Topical Name Used as Subject
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Language arts, Bilingual education, Multicultural education, Teacher education
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| Information of biblio record
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TL
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| Material Type
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Latin Dissertation
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