2026-09-18T19:53:50Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/23059 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Manolakes, Theodore Clark, Candace Louise 2011-05-07T14:00:40Z 2011-05-07T14:00:40Z 10000-01-01 1992 This qualitative study explored the stories two teachers told about why they taught as they did. Each teacher was interviewed and observed to inform the question of how teachers' beliefs, knowledge, and experience influence their actions or practice. Two scholarly paths--teacher thinking and learning-to-teach--were used as guide posts for constructing a framework to analyze the beliefs, knowledge, and experience evidenced in the teachers' interviews and observations. The analyses revealed three categories of sources for beliefs. The first were those sources for beliefs emerging from personal experiences. The second type were those sources for beliefs originating from pre and inservice education. The third type were those sources for beliefs emerging from experiences associated with the context in which they taught. The breadth and depth of beliefs were revealed and verified by the observations. The findings suggest that there is a strong connection between beliefs and practice. Teachers hold beliefs which guide their practice. Teachers tie what they do in their classrooms to beliefs they hold about teaching and learning. Furthermore, this study suggests that there are three levels of influence of beliefs on practice--fundamental, curricular, and formative. Fundamental beliefs dominate curriculum decisions and serve as the theoretical center from which the other beliefs stem. At a second level, curricular beliefs guided by the fundamental belief are more stable in practice than other beliefs. Formative beliefs are less stable in practice. The curricular and formative beliefs are linked to the fundamental guiding principle by the breadth and depth of its influence. The study foregrounds a very different view of why teachers teach the way they do when beliefs and practice are explored in depth and from a practitioner's perspective. Made available in DSpace on 2011-05-07T14:00:40Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236432.pdf: 6608383 bytes, checksum: a2be9bf89066a0a26f946905911d76d6 (MD5) Previous issue date: 1992 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:01:54Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:29:24-05:00 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 AAI9236432 (UMI)AAI9236432 http://hdl.handle.net/2142/23059 eng Copyright 1992 Clark, Candace Louise Education, Teacher Training Teachers learning to teach: Stories teachers tell text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.