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Xiao, Ting.

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Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors./
Author:	Xiao, Ting.
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641365
ISBN:	9781321275155

Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors.
Xiao, Ting.

Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors. - 193 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ed.D.)--University of Cincinnati, 2014.

This item must not be sold to any third party vendors.

This qualitative study investigated six college ESL writing instructors' pedagogical beliefs and practices through guided reflection. Under a socio-constructivist framework, this study emphasized the sociocultural aspects of how instructors constructed their pedagogical beliefs and developed instructional practices independently and collectively. Three research questions were used to examine the impact of guided reflection on instructors' belief evolution and practice progression, and to explore instructors' personal background as influential factors to their pedagogical growth. A multiple-case study design was employed to collect and analyze data from preliminary interviews, class observations, individual reflection interviews, and group reflection discussions. Under the multiple-case study paradigm, within- and cross-case analyses were conducted. Reports of these six instructors' reflective teaching experiences were presented respectively to showcase the unique path of each individual's pedagogical growth under guided reflection. Findings from the within-case analysis indicated that guided reflection had positive impact on instructors' pedagogical beliefs and instructional practices to different extents and at various paces depending on different instructors' personal backgrounds. Cross-case analysis pointed out that instructors' professional, educational, cultural and linguistic backgrounds, and personal traits played an important role in their pedagogical growth. Cross-case analysis also revealed the multifaceted nature of factors such as instructors' teaching experiences and cultural and linguistic backgrounds, and, therefore, called for in-depth analyses of such factors for future studies in order to develop a more holistic understanding of instructors' pedagogical beliefs and practices. This study has theoretical and methodological implications for future research, and the findings of this study carry pragmatic significance for the field of ESL and general teacher education and teacher professional development programs.

ISBN: 9781321275155Subjects--Topical Terms:

783747
Education, Teacher Training.

Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors.
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245 1 0 $a Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Connie Kendall Theado.
502 $a Thesis (Ed.D.)--University of Cincinnati, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative study investigated six college ESL writing instructors' pedagogical beliefs and practices through guided reflection. Under a socio-constructivist framework, this study emphasized the sociocultural aspects of how instructors constructed their pedagogical beliefs and developed instructional practices independently and collectively. Three research questions were used to examine the impact of guided reflection on instructors' belief evolution and practice progression, and to explore instructors' personal background as influential factors to their pedagogical growth. A multiple-case study design was employed to collect and analyze data from preliminary interviews, class observations, individual reflection interviews, and group reflection discussions. Under the multiple-case study paradigm, within- and cross-case analyses were conducted. Reports of these six instructors' reflective teaching experiences were presented respectively to showcase the unique path of each individual's pedagogical growth under guided reflection. Findings from the within-case analysis indicated that guided reflection had positive impact on instructors' pedagogical beliefs and instructional practices to different extents and at various paces depending on different instructors' personal backgrounds. Cross-case analysis pointed out that instructors' professional, educational, cultural and linguistic backgrounds, and personal traits played an important role in their pedagogical growth. Cross-case analysis also revealed the multifaceted nature of factors such as instructors' teaching experiences and cultural and linguistic backgrounds, and, therefore, called for in-depth analyses of such factors for future studies in order to develop a more holistic understanding of instructors' pedagogical beliefs and practices. This study has theoretical and methodological implications for future research, and the findings of this study carry pragmatic significance for the field of ESL and general teacher education and teacher professional development programs.
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