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Toward a prototype of expertise in t...

Smith, Tracy Wilson.

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Toward a prototype of expertise in teaching: A descriptive case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward a prototype of expertise in teaching: A descriptive case study./
作者:	Smith, Tracy Wilson.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0573.
Contained By:	Dissertation Abstracts International61-02A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9958918
ISBN:	9780599622432

Toward a prototype of expertise in teaching: A descriptive case study.
Smith, Tracy Wilson.

Toward a prototype of expertise in teaching: A descriptive case study. - 235 p.

Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0573.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1999.

The purpose of this study was to use a prototype view of teaching as a theoretical framework with which to interpret, analyze, and describe the behaviors and verbal responses of three expert teachers and to determine the degree to which these three teachers share a family resemblance to one another. The bounded system for this collective case study was a group of three North Carolina teachers who have achieved certification from the National Board for Professional Teaching Standards and who participated in a validation study conducted by the Center for Educational Research and Evaluation at the University of North Carolina Greensboro.

ISBN: 9780599622432Subjects--Topical Terms:

783747
Education, Teacher Training.

Toward a prototype of expertise in teaching: A descriptive case study.
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520 $a The purpose of this study was to use a prototype view of teaching as a theoretical framework with which to interpret, analyze, and describe the behaviors and verbal responses of three expert teachers and to determine the degree to which these three teachers share a family resemblance to one another. The bounded system for this collective case study was a group of three North Carolina teachers who have achieved certification from the National Board for Professional Teaching Standards and who participated in a validation study conducted by the Center for Educational Research and Evaluation at the University of North Carolina Greensboro.
520 $a Data sources for this investigation included pre-observation questions completed by participants, audiotapes of lessons, lesson transcripts, structured interviews, participant surveys, narrative records of classroom observations, observer-participant live action coding, Documented Accomplishments artifacts, researcher notes, and e-mail correspondences between the researcher and participants.
520 $a Analysis of data collected for this study reveal the following six central tendencies of the three participants: Central Tendency 1: These teachers have a quiet sense of confidence in themselves and in their profession, based on a belief that what they do in their classrooms makes a difference in students' lives; Central Tendency 2: These teachers talk about their classrooms as communities of learners, where ownership and responsibility are shared among teacher and students; Central Tendency 3: These teachers emphasize the importance of developing personal and working relationships with students for the purpose of maximizing student learning; Central Tendency 4: These teachers demonstrate a student-centered approach to instruction by being responsive to students' needs and by taking responsibility for student learning; Central Tendency 5: These teachers make contributions to their school communities and to the teaching profession through leadership, service, and support to new teachers; and Central Tendency 6: These teachers show evidence that they are masters of their content areas.
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