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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 5 of 5 (0.034 seconds)Spelling suggestions: "subject:"4teachers' lives"" "subject:"4teachers' gives""
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The Past, the Present, and the Practice: An Exploration of the Relationship between Beginning Teachers' Childhood Literacy Experiences and their Literacy Teaching PracticesMcGlynn-Stewart, Monica 30 August 2012 (has links)
Abstract
This research investigated the influence of the childhood literacy learning experiences of 6 beginning elementary teachers on their literacy teaching practice. This qualitative case study employed 5 interviews and classroom observations of each participant over the first 3 years of his or her teaching. Three main findings emerged from the research. First, participants’ early literacy experiences shaped their identity as students. The participants’ images of themselves as students, in turn, influenced their images of themselves as teachers. Second, the participants’ early literacy learning experiences influenced the types of literacy environments and literacy activities that they provided for their students. Participants employed teaching approaches that had worked for them, or that they believed would have worked for them as students. Third, participants’ early literacy experiences influenced how they understood their students’ learning. The participants who had struggled as students were more focused on detecting and addressing the needs of their students who struggled. Implications for school literacy teaching include understanding and valuing the literacy knowledge and skills that young children bring to school and systematically addressing the needs of students who struggle with school literacy. Implications for preservice teacher education in literacy include an increased focus on supporting student teachers to reflect on how their early literacy learning affects their attitudes and assumptions about learning and teaching, more instruction on how to address the needs of struggling literacy learners, and the provision of a coherent teacher education program that combines theory and practice more effectively. Implications for in-service teacher education in literacy include providing induction programs that are tailored to meet the needs of individual beginning teachers, an expanded range of professional development options, and ongoing opportunities to engage in effective reflective practice. Implications for further research include investigations of the influence of early literacy learning on student achievement and on literacy teacher educators’ practice.
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The Past, the Present, and the Practice: An Exploration of the Relationship between Beginning Teachers' Childhood Literacy Experiences and their Literacy Teaching PracticesMcGlynn-Stewart, Monica 30 August 2012 (has links)
Abstract
This research investigated the influence of the childhood literacy learning experiences of 6 beginning elementary teachers on their literacy teaching practice. This qualitative case study employed 5 interviews and classroom observations of each participant over the first 3 years of his or her teaching. Three main findings emerged from the research. First, participants’ early literacy experiences shaped their identity as students. The participants’ images of themselves as students, in turn, influenced their images of themselves as teachers. Second, the participants’ early literacy learning experiences influenced the types of literacy environments and literacy activities that they provided for their students. Participants employed teaching approaches that had worked for them, or that they believed would have worked for them as students. Third, participants’ early literacy experiences influenced how they understood their students’ learning. The participants who had struggled as students were more focused on detecting and addressing the needs of their students who struggled. Implications for school literacy teaching include understanding and valuing the literacy knowledge and skills that young children bring to school and systematically addressing the needs of students who struggle with school literacy. Implications for preservice teacher education in literacy include an increased focus on supporting student teachers to reflect on how their early literacy learning affects their attitudes and assumptions about learning and teaching, more instruction on how to address the needs of struggling literacy learners, and the provision of a coherent teacher education program that combines theory and practice more effectively. Implications for in-service teacher education in literacy include providing induction programs that are tailored to meet the needs of individual beginning teachers, an expanded range of professional development options, and ongoing opportunities to engage in effective reflective practice. Implications for further research include investigations of the influence of early literacy learning on student achievement and on literacy teacher educators’ practice.
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Impacts on teachers' lives of a capacity building course: A case study in rural Rajasthan, India.Andersson, Malin, Svensson, Daniel January 2011 (has links)
This case study is conducted on teachers working in Non-Formal Education centers (NFE's), for the Non-Governmental Organization Seva Mandir, in the Udaipur district in Rajasthan, India. The setting for the study is remote rural villages around the small city Udaipur, with one million inhabitants. The purpose of this case study is to investigate what impact the capacity building course that Seva Mandir offers the teachers, the NFE certification course, have had on the teacher’s lives. The aim is to get a picture of the overall impact of the course on a professional level and on the individual NFE teachers’ personal life. The case study was conducted on a sample of eleven out of 50 NFE teachers working for Seva Mandir in the Jhadol block. The empirical data was collected through qualitative interviews conducted in the NFE schools. The NFE centers that are run by Seva Mandir are a complement to malfunctioning government schools in areas where most of the children are first generation learners. The schools aim to keep children from working or starting to work, through giving them an educational base. The teachers have no previous teachers training and are having an average prior education of 8th to 10th class. The general findings of the study are that a majority of the teachers felt an increase in self-confidence after participating in the course. They generally had more concrete and ambitious future plans after the course than before it, and they were highly dominated of plans for further education for themselves and their children. It was also found that the teachers felt major changes in their teaching approach after the course. They had learnt new teaching strategies and seemed to have changed their attitude against the children. The teachers used activities like games, songs and stories in their teaching as well as taking help of the local surroundings when teaching.
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Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational PhilosophyRathnam, Anbananthan 09 August 2013 (has links)
The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher.
Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own.
This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches).
An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.
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Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational PhilosophyRathnam, Anbananthan 09 August 2013 (has links)
The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher.
Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own.
This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches).
An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.
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