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So I know I'm not alone: The role o...

Gulla, Amanda Nicole.

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So I know I'm not alone: The role of story in teachers' professional development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	So I know I'm not alone: The role of story in teachers' professional development./
作者:	Gulla, Amanda Nicole.
面頁冊數:	214 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1222.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3086909
ISBN:	0496346989

So I know I'm not alone: The role of story in teachers' professional development.
Gulla, Amanda Nicole.

So I know I'm not alone: The role of story in teachers' professional development. - 214 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1222.

Thesis (Ph.D.)--New York University, 2003.

This dissertation is a qualitative study of the professional development experiences of five urban elementary school teachers and their relationships with a district-based staff developer.

ISBN: 0496346989Subjects--Topical Terms:

783747
Education, Teacher Training.

So I know I'm not alone: The role of story in teachers' professional development.
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245 1 0 $a So I know I'm not alone: The role of story in teachers' professional development.
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500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1222.
500 $a Chair: John S. Mayher.
502 $a Thesis (Ph.D.)--New York University, 2003.
520 $a This dissertation is a qualitative study of the professional development experiences of five urban elementary school teachers and their relationships with a district-based staff developer.
520 $a Specifically, the study looks at the role of story in these relationships, and explores how the experience of telling and listening to stories may impact the practice of teachers and staff developers. In this sense, storytelling is viewed as an element of constructivist teaching practice. Virginia Richardson (1997) defines constructivist teacher development this way: "It suggests that individuals create their own new understandings, based upon the interaction of what they already know and believe, and the phenomena and ideas with which they come in contact" (3).
520 $a The dissertation is a self-study. The researcher is looking at her own staff development practice as she studies the classroom practice of the five teachers. The staff development model consists of conferring with teachers individually and in small groups and working alongside teachers in their classrooms in ways that are designed to meet the individual needs of teachers and their students. The narrative structure of the dissertation tells the stories of how a professional development agenda was negotiated with each teacher, and describes some moments in classroom practice.
520 $a The data was gathered in a field log over a period of two years and analyzed through several theoretical lenses. Major theoretical influences include Vygotsky's theory of the "zone of proximal development," considering how teachers as learners move from the familiar to the new with the support of a more experienced peer. Deborah Britzman's notion that teachers tend to unconsciously adopt the models of their own childhood is another theoretical voice that informs this work. Other influences include John Dewey's belief in interactive learning and Louise Rosenblatt's transaction reader response theory.
520 $a This study argues that two crucial factors in effective professional development are prolonged engagement between teachers and staff developers and teacher involvement in designing their own professional development.
590 $a School code: 0146.
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