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Beginning preschool teachers' implic...

Li, Wei.

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Beginning preschool teachers' implicit theories: What they think behind their action.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Beginning preschool teachers' implicit theories: What they think behind their action./
Author:	Li, Wei.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 54-06, Section: A.
Contained By:	Dissertations Abstracts International54-06A.
Subject:	Preschool education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9236518

Beginning preschool teachers' implicit theories: What they think behind their action.
Li, Wei.

Beginning preschool teachers' implicit theories: What they think behind their action. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 140 p.

Source: Dissertations Abstracts International, Volume: 54-06, Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1992.

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

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.Subjects--Topical Terms:

3422453
Preschool education.
Subjects--Index Terms:

beginning teachers

Beginning preschool teachers' implicit theories: What they think behind their action.
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245 1 0 $a Beginning preschool teachers' implicit theories: What they think behind their action.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 54-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Spodek, B.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1992.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a 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.
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710 2 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertations Abstracts International $g 54-06A.
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