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oai:www.ideals.illinois.edu:2142/19196 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Spodek, Bernard Li, Wei 2011-05-07T11:59:50Z 2011-05-07T11:59:50Z 10000-01-01 1992 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. Made available in DSpace on 2011-05-07T11:59:50Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236518.pdf: 5449980 bytes, checksum: a96aac9d216be1a4cb765ac15d171e36 (MD5) Previous issue date: 1992 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:35:18Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:13:52-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9236518 (UMI)AAI9236518 http://hdl.handle.net/2142/19196 eng Copyright 1992 Li, Wei Education, Early Childhood Education, Curriculum and Instruction Beginning preschool teachers' implicit theories: What they think behind their action text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.