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|Title:||Beginning preschool teachers' implicit theories: What they think behind their action|
|Doctoral Committee Chair(s):||Spodek, Bernard|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood
Education, Curriculum and Instruction
|Abstract:||What teachers do is affected by what they think. It is believed that teachers hold implicit theories in their thinking in practice, which are not explicitly articulated in speech or writings, but can be elicited.
This study is a case study on two new preschool teachers' implicit theories. Through in-classroom observations and open-ended interviews, these two teachers' thinking in practice were elicited. The data were analyzed in relation to their teaching and their personal experiences. The teachers' implicit theories were presented in categorized statements respectively. It was found that these new teachers possessed a wide range of implicit theories on the domains of education, children, teaching, etc. And their beliefs were influenced by their past personal experiences. Implications on teacher education and development such as what should be taken into consideration from students' personal perspective, and how research methodologies served different functions in analyzing and shaping data were discussed.
|Rights Information:||Copyright 1992 Li, Wei|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9236518|