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The Relationship Between Teacher Sel...

Finn-Hendrickson, Ulama.

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The Relationship Between Teacher Self-Concept, Orientation to Learning and Professional Development: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Between Teacher Self-Concept, Orientation to Learning and Professional Development: A Qualitative Case Study./
作者:	Finn-Hendrickson, Ulama.
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687897
ISBN:	9781321658859

The Relationship Between Teacher Self-Concept, Orientation to Learning and Professional Development: A Qualitative Case Study.
Finn-Hendrickson, Ulama.

The Relationship Between Teacher Self-Concept, Orientation to Learning and Professional Development: A Qualitative Case Study. - 152 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2015.

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

The purpose of this qualitative case study was to investigate how teacher perceptions about self-concept and orientation to learning influence their professional development. The problem and the purpose of the study were addressed through a qualitative case study research design, which employed interviews with two male and seven female teachers from the Bermuda K-12 public school system, who had undertaken programs and trainings for professional development. The transcripts of responses were coded and analyzed to determine the emerging themes of the study. The results of the study showed self-concept and orientation to learning are important in the professional development of the teacher as an adult learner. The important aspects of self-concept are: (a) spiritual beliefs, (b) past, present, or future experience, (c) personal academic accomplishments, and (d) personal values. These factors must then be considered when developing professional development programs for teachers. Most importantly, the findings revealed that teachers view themselves as lifelong learners; thus, they are willing to attend professional development programs. Professional programs for teacher may need to consider the (a) number of years of teaching experiences, (b) academic qualifications, (c) intrinsic motivation, and (d) extrinsic motivation. Among the factors to consider when developing teacher development programs centered on self-concept are: (a) spiritual beliefs, (b) past, present, and future experiences, and (c) personal and academic accomplishments. Furthermore, since teachers viewed themselves as lifelong learners, schools that develop their professional development activities must be aware that (a) development of self-values, (b) personal values, and (b) professional competence are topical areas that the teachers most valued.

ISBN: 9781321658859Subjects--Topical Terms:

543202
Adult education.

The Relationship Between Teacher Self-Concept, Orientation to Learning and Professional Development: A Qualitative Case Study.
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