東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Call for Mindful Teaching: Cultiva...

Wickham, Claudia Brea.

FindBook

Google Book

Amazon

博客來

A Call for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Call for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions./
作者:	Wickham, Claudia Brea.
面頁冊數:	116 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708586
ISBN:	9781321839814

A Call for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions.
Wickham, Claudia Brea.

A Call for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions. - 116 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--College of Saint Mary, 2015.

This item must not be sold to any third party vendors.

This qualitative descriptive case study was designed to promote the need for pre-service teacher education programs, particularly non-traditional teacher education programs, to shift to a model that sets high dispositional expectations. High expectations and accountability encourage pre-service teachers to become self-aware in their practice through carefully designed reflective opportunities for actualization of the dispositions necessary to role model life skills that mirror the multidimensional abilities required in the 21st century classroom. This paper will examine the results of three assessment tools implemented into the final semester of student teaching for a sample of twenty non-traditional, post-baccalaureate pre-service teachers. These reflective tools were implemented to explicitly promote adult development, transformational learning, and personal and professional growth. When the goal is to provide opportunities to cultivate dispositions, transformative learning with the support of reflective practice, provides a framework to promote students' development of dispositions. Assessment results were evaluated for evidence of dispositional development and then framed with the InTASC standards specific to dispositions. Recommendations and implications for future research are offered based on the results of this study.

ISBN: 9781321839814Subjects--Topical Terms:

3172312
Teacher education.

A Call for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions.
LDR:02313nmm a2200301 4500 001 2066546
005 20151106144914.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321839814
035 $a (MiAaPQ)AAI3708586
035 $a AAI3708586
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wickham, Claudia Brea. $3 3181366
245 1 2 $a A Call for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Vicky Morgan.
502 $a Thesis (Ed.D.)--College of Saint Mary, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative descriptive case study was designed to promote the need for pre-service teacher education programs, particularly non-traditional teacher education programs, to shift to a model that sets high dispositional expectations. High expectations and accountability encourage pre-service teachers to become self-aware in their practice through carefully designed reflective opportunities for actualization of the dispositions necessary to role model life skills that mirror the multidimensional abilities required in the 21st century classroom. This paper will examine the results of three assessment tools implemented into the final semester of student teaching for a sample of twenty non-traditional, post-baccalaureate pre-service teachers. These reflective tools were implemented to explicitly promote adult development, transformational learning, and personal and professional growth. When the goal is to provide opportunities to cultivate dispositions, transformative learning with the support of reflective practice, provides a framework to promote students' development of dispositions. Assessment results were evaluated for evidence of dispositional development and then framed with the InTASC standards specific to dispositions. Recommendations and implications for future research are offered based on the results of this study.
590 $a School code: 0538.
650 4 $a Teacher education. $3 3172312
650 4 $a Curriculum development. $3 684418
650 4 $a Adult education. $3 543202
690 $a 0530
690 $a 0727
690 $a 0516
710 2 $a College of Saint Mary. $b Education. $3 3181367
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0538
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708586