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Implicit theories of pedagogical exp...

Li, Yin.

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Implicit theories of pedagogical expertise among Chinese teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Implicit theories of pedagogical expertise among Chinese teachers./
作者:	Li, Yin.
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3473.
Contained By:	Dissertation Abstracts International63-10A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3066598
ISBN:	0493859462

Implicit theories of pedagogical expertise among Chinese teachers.
Li, Yin.

Implicit theories of pedagogical expertise among Chinese teachers. - 243 p.

Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3473.

Thesis (Ph.D.)--Chinese University of Hong Kong (People's Republic of China), 2002.

The present study dedicates itself to investigate the content and structure of implicit theories of pedagogical expertise among Chinese teachers. Three key research questions were investigated by way of three interconnected phases of inquiry. Employing the preliminary five-dimensional framework of pedagogical expertise as a stimulant, the first phase served as a preparatory work to generate a repertoire of important characteristics of pedagogical expertise among the Chinese subjects. In the second phase, the generated repertoire was further applied to the two-approach elicitation (factor analysis and Repertory Grid Test) of implicit theories of pedagogical expertise. The elicitation proceeded from the collective views (dimensions) among the Chinese subjects to the idiosyncratic views (personal construct theories) held by individual teachers. In the third phase, applying the holistic-paradigmatic version of personal theories (Wong, 1996, in press) as the heuristics, the implicit theories of pedagogical expertise were reconstructed on three different yet interrelated planes, namely “core assumptions”, “naive hypotheses” and “interpretations of empirical findings”.

ISBN: 0493859462Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Implicit theories of pedagogical expertise among Chinese teachers.
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245 1 0 $a Implicit theories of pedagogical expertise among Chinese teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3473.
500 $a Supervisor: Wan-chi Wong.
502 $a Thesis (Ph.D.)--Chinese University of Hong Kong (People's Republic of China), 2002.
520 $a The present study dedicates itself to investigate the content and structure of implicit theories of pedagogical expertise among Chinese teachers. Three key research questions were investigated by way of three interconnected phases of inquiry. Employing the preliminary five-dimensional framework of pedagogical expertise as a stimulant, the first phase served as a preparatory work to generate a repertoire of important characteristics of pedagogical expertise among the Chinese subjects. In the second phase, the generated repertoire was further applied to the two-approach elicitation (factor analysis and Repertory Grid Test) of implicit theories of pedagogical expertise. The elicitation proceeded from the collective views (dimensions) among the Chinese subjects to the idiosyncratic views (personal construct theories) held by individual teachers. In the third phase, applying the holistic-paradigmatic version of personal theories (Wong, 1996, in press) as the heuristics, the implicit theories of pedagogical expertise were reconstructed on three different yet interrelated planes, namely “core assumptions”, “naive hypotheses” and “interpretations of empirical findings”.
520 $a The empirical findings showed that pedagogical expertise is understood as multidimensional among the Chinese subjects. On the collective conceptual level, a six-factor structure was extracted in the characterization of the expert teachers. On the individual conceptual level, the majority of personal construct theories of pedagogical expertise showed moderate complexity and incorporated new ingredients in the form of personal construct that went beyond the scope of the collective views. With regard to the reconstruction of implicit theories on the plane of core assumptions, the idiosyncratic dimensions were perceived to bear a mutually supplementary or successive relation in the actualization of pedagogical expertise. On the plane of naive hypotheses, an abundant pool of naive hypotheses in the form of “if-then” statements has been elicited. The categories (and subcategories) of such kind of preconditions and consequences of pedagogical expertise were found to be intricately interwoven. It should be noted that the subjects were not fully aware of their naive hypotheses in the daily practice, and individual differences concerning the level of consciousness were relatively great. On the plane of interpretations of empirical data, the majority of subjects reported having consciously tested and verified a very limited number of the elicited naive hypotheses. Both their intentional and frequent pedagogical action focused on three orientations that were relevant to learning and exploration, pedagogical performance, as well as the attitude and manner towards students. The implicit theories of pedagogical expertise were found to be coherent among expert teachers, whereas inconsistencies and contradictions were observed in those of a typical advanced beginner and a typical novice teacher.
520 $a The theoretical and methodological implications of the present study lie primarily in the investigation on the reconstruction of an idiosyncratic implicit theory. The empirical findings on the implicit theories of pedagogical expertise show exchange potential with the scientific discourse. On the practical plane, the empirical findings help to unveil the implicit theories of Chinese teachers, and are informative on teacher education and teacher evaluation. In view of the limitations of the present study and the potential of the implicit theory approach, suggestions for the improvement of research procedure and for further research directions were made.
590 $a School code: 1307.
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