東華大學圖書館 |

From Knowledge Expert to Teacher : = The College Professors' Evolution Toward Teacher Effectiveness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From Knowledge Expert to Teacher :/
其他題名:	The College Professors' Evolution Toward Teacher Effectiveness.
作者:	Bechtol, Suzanne L. Braly.
面頁冊數:	1 online resource (302 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28095169click for full text (PQDT)
ISBN:	9798672113791

From Knowledge Expert to Teacher : = The College Professors' Evolution Toward Teacher Effectiveness.
Bechtol, Suzanne L. Braly.

From Knowledge Expert to Teacher :The College Professors' Evolution Toward Teacher Effectiveness. - 1 online resource (302 pages)

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--Barry University, 2020.

Includes bibliographical references

Schools that teach career and technical education (CTE) programs provide learning experiences and skills needed for specific careers, industries, and trades. The successful preparation of students in the post-secondary CTE environment requires the examination of teaching self-efficacy and collective efficacy judgments as well as conceptions of teacher knowledge. The frameworks of Tschannen-Moran, Woolfolk Hoy, and Hoy (1998) and Goddard, Hoy, and Woolfolk Hoy (2000) provided the theoretical bases for the study of teaching self-efficacy and collective efficacy judgments respectively. Conceptions of teaching also have important implications for teaching practice. The implications of understanding the conceptions and knowledge base of teachers, specifically subject matter experts (SMEs) with no formal teacher training, is important to teacher development within the post-secondary CTE environment. The frameworks of Shuler's (1986, 1987) pedagogical content knowledge (PCK) and Mishra and Koehler's (2006) technological pedagogical content knowledge (TPCK) provided the theoretical bases for the study of the conceptions of teacher knowledge. The overall aim of this qualitative case study was to: a) extend the research of teaching self-efficacy and collective efficacy on an organizational level in the post-secondary CTE venues; b) to explore the theoretical nature of self- and collective teaching efficacy of CTE instructors; and c) to provide rich descriptions of the sources of information that transform SMEs to teachers, as facilitators of learning. This case study took place in a CTE program of a post-secondary four-year state college institution conferring degrees in the field of paralegal/legal assistant. Data collection methods included in-depth interviews. A purposive sample of faculty at the college was identified based on specific criteria. Open-ended interviews of a sample of five participants were conducted to answer the research questions. Data analysis and interpretation protocol of Creswell (2016) was applied using QSR NVivo Pro 12® software. Ten themes emerged from the interview data: (a) Most teachers of law and ethics perceive the teaching process through the lens of their subject matter expertise; (b) Improvement of teaching practices and teacher confidence are identified from feedback and experiences; (c) Politics, along with bureaucracy and its unwritten rules impede collective efficacy; (d) Program leadership positively impacts teaching practices and SME transformation; (e) Academic freedom/autonomy positively impacts teaching practices and SME transformation; (f) Teachers sense feelings of reward from mentoring students, which increases their efficacy judgments; (g) Unlike law school, the teachers aspire to a teaching/learning culture that promotes student well-being; (h) Law school education is sufficient for facilitating student learning; (i) Students can experience classroom technology barriers, and publishers and some of the legal requirements of technology use are barriers teachers face in using technology; (j) Technology training at the study site is readily available, but most teachers choose to self-teach.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798672113791Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Career and technical educationIndex Terms--Genre/Form:

542853
Electronic books.

From Knowledge Expert to Teacher : = The College Professors' Evolution Toward Teacher Effectiveness.
LDR:04643nmm a2200409K 4500 001 2353274
005 20230306113748.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798672113791
035 $a (MiAaPQ)AAI28095169
035 $a AAI28095169
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bechtol, Suzanne L. Braly. $3 3693615
245 1 0 $a From Knowledge Expert to Teacher : $b The College Professors' Evolution Toward Teacher Effectiveness.
264 0 $c 2020
300 $a 1 online resource (302 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Ban, Ruth D.
502 $a Thesis (Ph.D.)--Barry University, 2020.
504 $a Includes bibliographical references
520 $a Schools that teach career and technical education (CTE) programs provide learning experiences and skills needed for specific careers, industries, and trades. The successful preparation of students in the post-secondary CTE environment requires the examination of teaching self-efficacy and collective efficacy judgments as well as conceptions of teacher knowledge. The frameworks of Tschannen-Moran, Woolfolk Hoy, and Hoy (1998) and Goddard, Hoy, and Woolfolk Hoy (2000) provided the theoretical bases for the study of teaching self-efficacy and collective efficacy judgments respectively. Conceptions of teaching also have important implications for teaching practice. The implications of understanding the conceptions and knowledge base of teachers, specifically subject matter experts (SMEs) with no formal teacher training, is important to teacher development within the post-secondary CTE environment. The frameworks of Shuler's (1986, 1987) pedagogical content knowledge (PCK) and Mishra and Koehler's (2006) technological pedagogical content knowledge (TPCK) provided the theoretical bases for the study of the conceptions of teacher knowledge. The overall aim of this qualitative case study was to: a) extend the research of teaching self-efficacy and collective efficacy on an organizational level in the post-secondary CTE venues; b) to explore the theoretical nature of self- and collective teaching efficacy of CTE instructors; and c) to provide rich descriptions of the sources of information that transform SMEs to teachers, as facilitators of learning. This case study took place in a CTE program of a post-secondary four-year state college institution conferring degrees in the field of paralegal/legal assistant. Data collection methods included in-depth interviews. A purposive sample of faculty at the college was identified based on specific criteria. Open-ended interviews of a sample of five participants were conducted to answer the research questions. Data analysis and interpretation protocol of Creswell (2016) was applied using QSR NVivo Pro 12® software. Ten themes emerged from the interview data: (a) Most teachers of law and ethics perceive the teaching process through the lens of their subject matter expertise; (b) Improvement of teaching practices and teacher confidence are identified from feedback and experiences; (c) Politics, along with bureaucracy and its unwritten rules impede collective efficacy; (d) Program leadership positively impacts teaching practices and SME transformation; (e) Academic freedom/autonomy positively impacts teaching practices and SME transformation; (f) Teachers sense feelings of reward from mentoring students, which increases their efficacy judgments; (g) Unlike law school, the teachers aspire to a teaching/learning culture that promotes student well-being; (h) Law school education is sufficient for facilitating student learning; (i) Students can experience classroom technology barriers, and publishers and some of the legal requirements of technology use are barriers teachers face in using technology; (j) Technology training at the study site is readily available, but most teachers choose to self-teach.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Adult education. $3 543202
650 4 $a Pedagogy. $3 2122828
650 4 $a Vocational education. $3 539232
653 $a Career and technical education
653 $a Collective teacher efficacy
653 $a Paralegal
653 $a Pedagogical content knowledge
653 $a Teacher efficacy
653 $a Technological knowledge
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0516
690 $a 0456
690 $a 0747
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Barry University. $b School of Education. $3 2095228
773 0 $t Dissertations Abstracts International $g 82-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28095169 $z click for full text (PQDT)