2026-09-21T08:07:06Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79936 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Mark Dressman Eryaman, Mustafa Yunus 2015-09-25T19:54:36Z 2015-09-25T19:54:36Z 10000-01-01 2006 2006 "The purpose of this qualitative interpretive study was to explore how a middle school English method course affected pre-service teachers' understanding and perception of notions of ""practice"" and ""good teaching"" by using the theoretical and methodological principles of hermeneutic phenomenology and practical philosophy. It was central to this research study to explore the process of educational ""change"" and ""growth"" in preservice teachers' understandings overtime through deliberation, dialogue, and performance in method courses. Theories of philosophical hermeneutics, phenomenology, and practical wisdom by Dewey (1933), Habermas (1973), Gadamer (1975), van Marten (1990), Higgins (2001), Eisner (2002), and Schwandt (2002) guided this study. Theoretical and methodological principles of phenomenology were employed to analyze the data. Phenomenology is one of the interpretive traditions in which qualitative research has been grounded because of the basic propositions that this theory offers to the study of lived experience. Field notes, interviews, journals, autobiographies, and orally told stories are all methods of phenomenology. Collecting and generating the data in this study provided material for a phenomenological interpretation of events in the course." Made available in DSpace on 2015-09-25T19:54:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3242841.pdf: 5688297 bytes, checksum: c2e8e31dba209ffd0a804ff511ef9146 (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 81218 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 260 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/79936 (MiAaPQ)AAI3242841 eng Education, Teacher Training From Reflective Practice to Practical Wisdom: A Phenomenological Study of Preservice Teachers' Educational Growth in a Method Course text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.