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Teachers' reflections on published f...

Locher, Elizabeth Aiken.

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Teachers' reflections on published first-person teacher stories.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers' reflections on published first-person teacher stories./
作者:	Locher, Elizabeth Aiken.
面頁冊數:	258 p.
附註:	Chair: Dorothy Vasquez-Levy.
Contained By:	Dissertation Abstracts International63-03A
標題:	Education, Curriculum and Instruction -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3044918
ISBN:	0493588264

Teachers' reflections on published first-person teacher stories.
Locher, Elizabeth Aiken.

Teachers' reflections on published first-person teacher stories. - 258 p.

Chair: Dorothy Vasquez-Levy.

Thesis (Ph.D.)--University of Virginia, 2002.

The purpose of this qualitative study was to examine the nature and content of teachers' responses to published first-person teacher stories. The study focused on the reflections of the participants as they related to the professional development of experienced teachers. Naturalistic inquiry was the method used for conducting this study.

ISBN: 0493588264Subjects--Topical Terms:

1260268
Education, Curriculum and Instruction

Teachers' reflections on published first-person teacher stories.
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245 1 0 $a Teachers' reflections on published first-person teacher stories.
300 $a 258 p.
500 $a Chair: Dorothy Vasquez-Levy.
500 $a Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0851.
502 $a Thesis (Ph.D.)--University of Virginia, 2002.
520 $a The purpose of this qualitative study was to examine the nature and content of teachers' responses to published first-person teacher stories. The study focused on the reflections of the participants as they related to the professional development of experienced teachers. Naturalistic inquiry was the method used for conducting this study.
520 $a Five female classroom teachers from one elementary school volunteered to participate. Each teacher participated in three interviews, read two published first-person teacher stories, and kept a journal of her reflections prompted by reading the stories. The participants each wrote approximately five reflections for each story read. The data collected formed the basis for their individual case studies. A cross case analysis examined the similarities of the nature and content of the teachers' responses prompted by reading the stories. The responses of the participants who read the same stories were analyzed. In one case, two participants read the same story and reflected upon the same passage.
520 $a The participants' reflections focused on their teaching experiences, their learning, their knowledge of students, and about themselves as teachers. The nature of their reflections indicates that the participants who returned to and reevaluated their experiences when responding to the stories they read gained insights into their teaching practices, themselves, and their students
520 $a The data analysis resulted in five conclusions. First, reading published first-person teacher stories prompted the five participants to write responses about their teaching practice, their students, and themselves as teachers. Second, the five participants did not always reflect during and following the reading of these stories. Third, not all of the participants wrote about their own experiences. Fourth, four participants, prompted by reading the stories, wrote about their experiences, but did not reevaluate them. Last, the five participants wrote about experiences, and reevaluated one or more teaching experiences from which they gained new learning. This study encourages future use of published first person teacher stories as prompts to encourage teachers' reflections upon their practices
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