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Beginning and experienced teachers' ...

Storm, Melissa D.

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Beginning and experienced teachers' beliefs about students, teaching, and learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beginning and experienced teachers' beliefs about students, teaching, and learning./
作者:	Storm, Melissa D.
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1255.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3131431

Beginning and experienced teachers' beliefs about students, teaching, and learning.
Storm, Melissa D.

Beginning and experienced teachers' beliefs about students, teaching, and learning. - 114 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1255.

Thesis (Ph.D.)--University of Virginia, 2004.

This study examined teacher beliefs about students, teaching, and learning. Five groups of participants (n = 150) participated in the study: beginning preservice teachers at the University of Virginia (UVa), student teachers at UVa, Teach for America (TFA) corps members, experienced teachers, and Arts and Sciences students at UVa. Study participants provided three-minute philosophy statements on their beliefs about teaching, learning, and students. Statements were transcribed and coded using a modification of Kelly's (1963) Role Construct Repertory Test. Belief profiles were compiled for each group of participants. Factor analyses were performed to identify patterns of beliefs held among the four groups of teachers (n = 120): UVa preservice teachers, TFA corps members, and experienced teachers. Finally, comparisons were made to determine differences between the following groups: (a) beginning preservice teachers and student teachers at UVa; (b) student teachers at UVa and TFA corps members; and (c) teachers and non-teachers (Arts and Sciences students).Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Beginning and experienced teachers' beliefs about students, teaching, and learning.
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500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1255.
500 $a Advisers: Sara Rimm-Kaufman; Robert McNergney.
502 $a Thesis (Ph.D.)--University of Virginia, 2004.
520 $a This study examined teacher beliefs about students, teaching, and learning. Five groups of participants (n = 150) participated in the study: beginning preservice teachers at the University of Virginia (UVa), student teachers at UVa, Teach for America (TFA) corps members, experienced teachers, and Arts and Sciences students at UVa. Study participants provided three-minute philosophy statements on their beliefs about teaching, learning, and students. Statements were transcribed and coded using a modification of Kelly's (1963) Role Construct Repertory Test. Belief profiles were compiled for each group of participants. Factor analyses were performed to identify patterns of beliefs held among the four groups of teachers (n = 120): UVa preservice teachers, TFA corps members, and experienced teachers. Finally, comparisons were made to determine differences between the following groups: (a) beginning preservice teachers and student teachers at UVa; (b) student teachers at UVa and TFA corps members; and (c) teachers and non-teachers (Arts and Sciences students).
520 $a Findings indicated that all participants spoke about students and teaching more frequently than leaning. Based on descriptive profiles, teachers mentioned external characteristics of student, such as demographic characteristics and ability, more often than they mentioned internal characteristics like honesty and sensitivity. Teachers' views were more similar than they were different, but beginning preservice teachers mentioned student cooperation and the learning outcome of self-concept more often than student teachers. Student teachers spoke about teaching content more often than TFA corps members. The largest number of differences was found between teachers and non-teachers. Specifically, teachers mentioned student-centered teaching, teaching content, and the learning outcome of motivation more often than non-teachers.
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