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Teachers' beliefs about learning.

Grutzik, Cynthia.

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Teachers' beliefs about learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' beliefs about learning./
作者:	Grutzik, Cynthia.
面頁冊數:	168 p.
附註:	Source: Masters Abstracts International, Volume: 31-02, page: 0554.
Contained By:	Masters Abstracts International31-02.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1350773

Teachers' beliefs about learning.
Grutzik, Cynthia.

Teachers' beliefs about learning. - 168 p.

Source: Masters Abstracts International, Volume: 31-02, page: 0554.

Thesis (M.A.)--The University of Arizona, 1992.

This is a study of six elementary school teachers' personal constructs about learning. I used ethnographic methods to interview each teacher twice. The questions guiding this study are: How do these teachers believe learning happens? How clearly do they express these beliefs? And who are these teachers as learners themselves?Subjects--Topical Terms:

783747
Education, Teacher Training.

Teachers' beliefs about learning.
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500 $a Source: Masters Abstracts International, Volume: 31-02, page: 0554.
500 $a Adviser: Kathy G. Short.
502 $a Thesis (M.A.)--The University of Arizona, 1992.
520 $a This is a study of six elementary school teachers' personal constructs about learning. I used ethnographic methods to interview each teacher twice. The questions guiding this study are: How do these teachers believe learning happens? How clearly do they express these beliefs? And who are these teachers as learners themselves?
520 $a My premise is that teachers must also be learners, and must be aware of their own learning if they are to help others learn. Besides being interested in whether or not these teachers were familiar with their beliefs, I was interested in their view of knowledge, whether constructivist (knowledge created by the learner) or objectivist (knowledge transmitted to the learner).
520 $a I found that some teachers were more familiar with their beliefs about learning than others. This seemed to be related to the kinds of opportunities they had had for discussion and reflection: workshops and inservice sessions, or long-term training programs.
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