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Record identifier : 567002
Personal Name - Primary Intelectual Responsibility : Raymond, Sandra M
Title and statement of responsibility : Professionalism and identity in teacher education: Implications for teacher reform [Thesis]
Publication, Distribution,Etc. : Northern Arizona University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Northern Arizona University
Summary or Abstract : This study explores the concept of professionalism in teacher education. Through the methodology of a descriptive case study within an interpretive social science research paradigm, I focused on how pre-service teachers, or secondary education majors, negotiated and perceived the meaning of professionalism as addressed in a secondary education certification program such as the Integrated Secondary Certification Cohort, or the ISCC (a pseudonym). I chose to conduct an interpretive, descriptive case study because I came to the topic of teacher education with the ontological assumption that reality is subjective and the epistemology that knowledge is socially constructed. The secondary education certification program I chose for my study, the ISCC program, is an integrated education certification program at a medium-sized university. Observation, interviews, and questionnaires were my primary methods of data collection. The sample of interview participants (n=16) was self-selected among the ISCC students. The findings of the study indicate that the concept of professionalism is multi-faceted, complex, and contextual. This study seeks to investigate the impact of teacher education on pre-service teachers' concept of professionalism and their own identity of themselves as professionals..
Information of biblio record : TL
 
 
 
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