Files in this item

FilesDescriptionFormat

application/pdf

application/pdf9236518.pdf (5MB)Restricted to U of Illinois
(no description provided)PDF

Description

Title:Beginning preschool teachers' implicit theories: What they think behind their action
Author(s):Li, Wei
Doctoral Committee Chair(s):Spodek, Bernard
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
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.
Issue Date:1992
Type:Text
Language:English
URI:http://hdl.handle.net/2142/19196
Rights Information:Copyright 1992 Li, Wei
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9236518
OCLC Identifier:(UMI)AAI9236518


This item appears in the following Collection(s)

Item Statistics