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Prospective and practicing teachers' beliefs : a study of implicit theories of intelligence and teacher efficacyStrosher, Heather Leanne Wilson. 10 April 2008 (has links)
No description available.
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Operationalization and prediction of conceptions of teaching in adult educationChan, Choon Hian 11 1900 (has links)
The purposes of the study were: (1) to operationalize
Pratt’s five conceptions of teaching (Engineering,
Apprenticeship, Developmental, Nurturing and Social Reform), (2)
to predict conception of teaching scores, (3) to determine the
existence of dominant conceptions of teaching, and (4) to
determine the extent to which personal, socio—
cultural/educational and program variables predict dominant
conceptions of teaching.
A 75-item instrument, Conception of Teaching Scales (CTS)
was developed to operationalize Pratt’s five conceptions of
teaching. A pilot study revealed that the instrument had good
face, content, and convergent validities as well as acceptable
test-retest reliability and internal consistency.
A sample of 471 Vancouver School Board and New Westminster
School Board adult education instructors responded to a mailed
questionnaire survey conducted in the Fall of 1993. Responses to
the CTS were evaluated to determine whether Pratt’s five
conceptions were operationalized successfully. Factor analysis
was employed to determine whether the items in the CTS were
representative of Pratt’s five conceptions of teaching. Results
revealed that 63 out of 75 original items in the CTS successfully
operationalized five conceptions of teaching, with Pratt’s
Apprenticeship conception split into Apprenticeship-Practice and Apprenticeship-Modelling. Further refinement streamlined this
number to a six—scale 50—item Revised Conception of Teaching
Scales (CTS—R).
Personal, socio—cultural/educational and program variables
were used as predictors in multiple regressions to explain
variance in six conception scores. There was no single common
predictor of conceptions. On the average, the significant
predictors in the six regression equations accounted for 14.5% of
variance in the conception scores. The only prominent predictor
which accounted for most variance (2R = 17%) in the Nurturing
conception was personality—nurturance measure.
An instructor’s dominant conceptions were predicted by nine
independent variables, namely, gender, ethnicity, personality—
dominance, personality—nurturance, years of teaching adults,
content upgrade, living arrangement, level of education and class
size. These variables were collapsed into three significant
discriminant functions which correctly classified 34.7% of the
288 eligible cases into one of the six dominant conception
groups.
The study concluded that: (1) Pratt’s five conceptions of
teaching could be operationalized and that a Revised Conception
of Teaching Scales (CTS-R) was a valid and reliable instrument to
assess people’s conceptions of teaching, (2) conceptions of
teaching were independent concepts having their own existence,
(3) most instructors held at least one single most dominant
conception of teaching, and (4) dominant conceptions of teaching
were predicted by four personal variables (gender, ethnicity, personality—dominance and personality—nurturance), four socio—
cultural/educational variables (living arrangement, level of
education, years of teaching adults and content upgrade effort)
and one program variable (class size).
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Operationalization and prediction of conceptions of teaching in adult educationChan, Choon Hian 11 1900 (has links)
The purposes of the study were: (1) to operationalize
Pratt’s five conceptions of teaching (Engineering,
Apprenticeship, Developmental, Nurturing and Social Reform), (2)
to predict conception of teaching scores, (3) to determine the
existence of dominant conceptions of teaching, and (4) to
determine the extent to which personal, socio—
cultural/educational and program variables predict dominant
conceptions of teaching.
A 75-item instrument, Conception of Teaching Scales (CTS)
was developed to operationalize Pratt’s five conceptions of
teaching. A pilot study revealed that the instrument had good
face, content, and convergent validities as well as acceptable
test-retest reliability and internal consistency.
A sample of 471 Vancouver School Board and New Westminster
School Board adult education instructors responded to a mailed
questionnaire survey conducted in the Fall of 1993. Responses to
the CTS were evaluated to determine whether Pratt’s five
conceptions were operationalized successfully. Factor analysis
was employed to determine whether the items in the CTS were
representative of Pratt’s five conceptions of teaching. Results
revealed that 63 out of 75 original items in the CTS successfully
operationalized five conceptions of teaching, with Pratt’s
Apprenticeship conception split into Apprenticeship-Practice and Apprenticeship-Modelling. Further refinement streamlined this
number to a six—scale 50—item Revised Conception of Teaching
Scales (CTS—R).
Personal, socio—cultural/educational and program variables
were used as predictors in multiple regressions to explain
variance in six conception scores. There was no single common
predictor of conceptions. On the average, the significant
predictors in the six regression equations accounted for 14.5% of
variance in the conception scores. The only prominent predictor
which accounted for most variance (2R = 17%) in the Nurturing
conception was personality—nurturance measure.
An instructor’s dominant conceptions were predicted by nine
independent variables, namely, gender, ethnicity, personality—
dominance, personality—nurturance, years of teaching adults,
content upgrade, living arrangement, level of education and class
size. These variables were collapsed into three significant
discriminant functions which correctly classified 34.7% of the
288 eligible cases into one of the six dominant conception
groups.
The study concluded that: (1) Pratt’s five conceptions of
teaching could be operationalized and that a Revised Conception
of Teaching Scales (CTS-R) was a valid and reliable instrument to
assess people’s conceptions of teaching, (2) conceptions of
teaching were independent concepts having their own existence,
(3) most instructors held at least one single most dominant
conception of teaching, and (4) dominant conceptions of teaching
were predicted by four personal variables (gender, ethnicity, personality—dominance and personality—nurturance), four socio—
cultural/educational variables (living arrangement, level of
education, years of teaching adults and content upgrade effort)
and one program variable (class size). / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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The Language Teaching PuzzleChild, Gregory S. 01 January 2012 (has links)
This portfolio is a compilation of beliefs about effective foreign language (FL) teaching. The core of this portfolio is a teaching philosophy, in which theories, such as comprehensible input, teacher and student roles, and activities are explained. The teaching philosophy is accompanied by a reflection of the authors teaching observed from a video. Following the teaching philosophy and personal teaching reflection are three artifacts centered on language, culture, and literacy. The language artifact contains an observational study in which instructors’ practices are compared with their beliefs. The cultural artifact is focused on storytelling. Many civilizations employ storytelling in the form of oral traditions to pass on learning. In the artifact, effectiveness of storytelling as an approach to FL teaching and learning is examined. The literacy artifact is a proposal for a research study. In the proposal, questions are raised about the effectiveness of computer-aided support materials offered to students as they navigate various texts. The final sections of the portfolio contain a “looking forward” section, an annotated bibliography, and references.
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Understanding reflection in teaching : a framework for analyzing the literatureBeauchamp, Catherine. January 2005 (has links)
In the literature on reflection in teaching, authors frequently lament the lack of clarity in understandings of this concept, despite its wide acceptance as a phenomenon beneficial to teaching and learning. This dissertation reports a study of this literature that attempts to clarify the meaning of reflection and to establish a methodology for examining such a complex concept. Three analyses, each intended to explore the literature on reflection from a different perspective, comprise the study. The first is an analysis of the literature on reflection in three professional communities---continuing professional development, higher education and teacher education---to establish general themes in this literature. The second analysis examines definitions of reflection from the three communities, focusing in particular on processes and rationales of reflection. The third analysis explores a variety of critiques of reflection to determine predominant epistemologies and recurring themes in the literature. The merging of the results of the three analyses leads to a framework for understanding reflection. This integrative framework highlights the importance of underlying epistemologies as the bases for different understandings of reflection and shows the intricate interrelationships among four major themes in the literature: the processes involved in reflection, the rationales behind it, the context in which it occurs, and its connection to action. The framework also points to the link between the self and the reflective context, the possibilities of reflection in-, on-, for-, and as-action, the unclear connection between the cognitive and affective processes and the movement from internal to external rationales. The study contributes both conceptually and methodologically by making sense of the range of ways reflection has been understood and by providing a possible model for exploring a complex concept. It provides a consistent language for discussing reflection, demonstrates the complexities of the concept and the interrelationships of the themes contained in the literature, allows for the situating of individual works within the literature, increases understanding of the connection of reflection and action, and helps to position the concept of reflection within broader theories of cognition and social practice.
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Personal teaching and learning philosophies and the design decisions of instructional designers.Bates, Annemarie 24 June 2008 (has links)
As educators and instructional designers consider educational practices nationally and internationally, they find themselves questioning the traditional ways of teaching and learning which seems to be outdated in an era defined by the World Wide Web and globalisation. Instructional designers and educators worldwide recognise that there is a need for learning facilitation that builds upon the diverse needs and diverse experiences of learners and that is open to change. Instructional design can be regarded as one way of addressing the needs of learner groups with diverse needs as learners attach much value to the quality of their learning materials. In fact, many learners depend on the quality of their learning materials to complete their courses successfully and to enter the labour market as qualified people. Well-designed learning materials and environments, therefore, play an important role in contributing to improved student pass rates and, in the broader South African context, to the skills development and socio-economic development of our country. It is thus a huge challenge for instructional designers to ensure successful learning facilitation by means of the learning programmes and environments they design. The intellectual contribution of this dissertation lies within the area of instructional designers’ personal views on teaching and learning. More specifically, the focus of this research inquiry is on investigating the extent to which the personal teaching and learning philosophies of a group of instructional designers at a higher education institution influence their design decisions. A review of the literature reveals that instructional designers are dependent on learning theories that have been tested in order to make design decisions that would best suit the requirements of a particular teaching and learning situation. For this inquiry I contend that the personal teaching and learning philosophies of instructional designers are based on established theories of human learning, but that their personal teaching and learning philosophies change over time as they address the demands of changing socio-cultural contexts. Considering the focus of this study, it is thus important to establish what a grounded instructional design approach entails as well as what views socio-cultural theory and activity theory hold on humanlearning and how these relate to the personal teaching and learning philosophies of the research participants. A grounded approach uses theories of human learning as a foundation for making decisions on the design of learning experiences and environments that would result in effective learning. According to activity theory, if human behaviour is to be understood, a study of surrounding social practices should be part and parcel of the inquiry. In this regard the decision-making process of instructional designers can be seen as an activity system. Within this system the design activities of instructional designers are mediated by tools aiming at effective learning programmes and environments. Tools, activity theory states, are created and transformed during the development of the activity itself. As such the personal teaching and learning philosophies of the designers are viewed as design tools that are continuously shaped and modified during the design process. This inquiry is concerned with the emergence of the everyday knowledge and actions of a group of identified instructional designers. Therefore a qualitative, ethnomethodological strategy is followed allowing me to examine the nature of the personal teaching and learning philosophies of the designers and how these philosophies are shaped and used to make instructional design decisions in their place of work. Activity theory is used as both the theoretical framework and data analysis tool for this inquiry. The findings of the study make it clear that instructional designers regard personal teaching and learning philosophies as essential tools in their daily design activities. The findings also demonstrate that personal teaching and learning philosophies are individual user tools, and as such the unique qualities of the tools remain with the individual instructional designer. / Dr. G. V. Lautenbach
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Understanding reflection in teaching : a framework for analyzing the literatureBeauchamp, Catherine. January 2006 (has links)
No description available.
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Tarrying in metonymic sites of pedagogy : the space of language and the language of spacePalulis, Patricia Adele 05 1900 (has links)
This dissertation works and is worked by the chiasmus in-between the language of
space and the space of language. Fragmented narratives of live(d) experience from
the everyday life of pedagogy are juxtaposed with theoretical traces from Lacanian
psychoanalysis and Derridean deconstruction. The text(ure) of the work labours
with and against the grain of hegemonic inscriptions in multiple sites of pedagogy -
tarrying within uncertainty - on the tremulous grounds of a 'third' discourse.
Located always already within the materiality of language, the work labours within
spaces of provocative dissonance in-between theoretical positionings. Readings of
spatiality from architecture and human geography intersect and disseminate with
readings of language from post/colonial ethnography and cultural studies. Rereadings
resonate within the vibrancy of a growing literature on writing otherwise
within the spaces of interdisciplinarity. Reading outside the literature of pedagogy
infuses the inside writing as boundaries are disturbed and subjectivities
destabilized. Research is rewritten as messy text as/in a rigour of ruins in the gaps
and intervals of the spaces in-between. As semiotic tropes of language shift toward
performativity, the text ex-scribes in order to disrupt the circumscriptions of
normative praxis. The text seeks invocations for risking radical responsibilities in
the everyday experience of living pedagogy - in the tensionaliry of the always
already and the not-yet there. The work of this dissertation labours beneath and
beyond the text in semiotic dispositions - through an Aokian re-reading of Lacanian
metonymy for pedagogy - a doubling movement of metonymy/metaphor in tropic
moments - within a 'third' discourse generating openings for transformation. Excentric
circumscriptions dis/appear into the space of no-thingness - a site of
ambiguity that is both thing and nothing and yet neither thing nor nothing - an
ongoing response to an invitation to write a paper/not paper. A writing that tarries
within its inscription - ghosted by a reading relationship with itself. A writing that
seeks a jouissance of vacancy in tracking the spectrality of paper ghosts. The
possibilities for transformation happen in chiasmatic passages from trope to
performativity through re-readings and mis-readings. From a working text emerge
articulations of a radical rhetoricity evoking ongoing labour from the para-sitic
spatial punctuations of AuthorTextReader.
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Teacher stories in thought and actionPaul, William James, University of Lethbridge. Faculty of Education January 1989 (has links)
The primary purpose of this study was to investigate a biographical approach to understanding how we, as teachers and co-researchers, think and act; and how we have come to think and act the way we do in our classrooms. The term autobiographic praxis was central to the study as a specific conceptualization of a teacher's knowledge. Until this study, autobiographic praxis existed as a biographical conceptualization of a teacher's personal, practical and professional knowledge based. This study used the work of Butt and Raymond who, with two teachers, Lloyd and Glenda, working as co-researchers, explored and reported these two teacher's stories highlighting elements of their knowledge held. Based upon that work, this study, through ethnographic field work, returned to the respective teachers classrooms and utilized elements of their stories to guide both observation and interviews about their classroom practices. This exploration of teacher knowledge held and teacher knowledge expressed was an attempt to show the potential of a methodology which integrates autobiography, classroom observation and biographic and ethnographic interviews. The results with respect to the two teachers, Lloyd and Glenda, indicated that:(1) the substance and process of knowledge they held can be accessed through collaborative autobiographic inquiry, and (2) that the knowledge expressed as elements of classroom action can be observed in a stronger interpretive light if guided by understandings of their stories, such that (3) methodologically through biographic and ethnographic interviews elements of knowledge held, as revealed through autobiography, can be brought into a dialogue with the actions of knowledge expressed, as observed through ethnographic
participant observation, and thus (4) the resultant findings were that in the thoughts and actions of the two teachers significant indicators were present to illustrate a strong harmonic relationship between who they were as persons, and who they were as teachers, due specifically to a synchronicity between their knowledge held and knowledge expressed. The process, of doing the sudy, illustrated the potential of biographic conceptualization of teacher knowledge accessed through a method of inquiry which featured story, observation and interview. The findings of this study were considered desirable in that teachers and researchers, working together, should attempt to engage in action research concerned with achieving a dialogue between teacher thought and action. / x, 194 leaves : ill. ; 28 cm.
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The chemistry of education : a periodic relationshipH-Duke, Michelle, University of Lethbridge. Faculty of Education January 2003 (has links)
The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education. / xiii, 312 leaves ; 28 cm.
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