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Record identifier : 569532
Personal Name - Primary Intelectual Responsibility : Harting-McChesney, Jan
Title and statement of responsibility : Learning from two first year teachers: Reflections of a teacher educator [Thesis]
Publication, Distribution,Etc. : Hofstra University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Hofstra University
Summary or Abstract : This case study, of two beginning teachers, investigated how preservice and beginning teachers "understand life backwards" (Kierkegaard, 1843/1967, p. 450) as it relates to their perceptions of teaching and reflection, and how I, as their college professor, might learn from them in the hopes of providing meaningful and useful undergraduate teacher education courses. Data collection consisted of: (a) participant observation, (b) dialogue journals, (c) coursework and classroom artifacts, (d) field notes, (e) New York State Teacher Examination scores, and (f) interviews. Lawrence-Lightfoot and Davis's (1997) "iterative and generative process of portraiture was utilized to give the data shape and form" (p. 185) over a period of three years. Patterns emerged that indicated both participants developed personal metaphors for explaining and understanding their progress from preservice to inservice teacher. The use of reflection (Schon, 1983) as a tool for understanding practice and implementing change (i.e. praxis--Dewey, 1938) was minimal for both participants. Seven common areas for teacher educator intervention were noted within the data: (a) communication, (b) journaling, (c) linking theory to practice, (d) limitations and mentoring, (e) collaboration with school districts, (f) teacher examinations, and (g) coursework curriculum. Questions emerged from the data suggesting further research into the "so what" factors imposed upon teacher education: (a) How do the starting points of beginning teachers come to be so different? What is it about their practice or coursework that contributes to these differences? (b) Do these differences influence who they become as teachers of literacy? How? What is the impact on their students? (c) What role does teacher research play in reflection? And (d) How can I bring an inquiry model of teacher research to preservice teaching?.
Information of biblio record : TL
 
 
 
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