東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Creating a caring community: An Isr...

Vaisman, Tamar.

FindBook

Google Book

Amazon

博客來

Creating a caring community: An Israeli case study of teacher professional development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Creating a caring community: An Israeli case study of teacher professional development./
作者:	Vaisman, Tamar.
面頁冊數:	208 p.
附註:	Adviser: Daniel D. Pratt.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ75097
ISBN:	0612750973

Creating a caring community: An Israeli case study of teacher professional development.
Vaisman, Tamar.

Creating a caring community: An Israeli case study of teacher professional development. - 208 p.

Adviser: Daniel D. Pratt.

Thesis (Ph.D.)--The University of British Columbia (Canada), 2002.

This study focuses on the processes of creating and maintaining a community of teachers in an Israeli high-school. Ten high-school teachers were self-selected to participate in a yearlong professional development focusing on learning and teaching. The participants directed their own professional development by collaboratively sharing and reflecting on their practice.

ISBN: 0612750973Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Creating a caring community: An Israeli case study of teacher professional development.
LDR:03323nam 2200325 a 45 001 937140
005 20110511
008 110511s2002 eng d
020 $a 0612750973
035 $a (UnM)AAINQ75097
035 $a AAINQ75097
040 $a UnM $c UnM
100 1 $a Vaisman, Tamar. $3 1261007
245 1 0 $a Creating a caring community: An Israeli case study of teacher professional development.
300 $a 208 p.
500 $a Adviser: Daniel D. Pratt.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4211.
502 $a Thesis (Ph.D.)--The University of British Columbia (Canada), 2002.
520 $a This study focuses on the processes of creating and maintaining a community of teachers in an Israeli high-school. Ten high-school teachers were self-selected to participate in a yearlong professional development focusing on learning and teaching. The participants directed their own professional development by collaboratively sharing and reflecting on their practice.
520 $a The methodology used for data gathering is rooted in the case study tradition within the philosophy of naturalistic inquiry. The weekly meetings throughout one academic year were recorded and transcribed. Teachers were interviewed three times: at the beginning and end of the year, and two years later, to learn about reasons for participating and evaluation of the community, and to allow further reflections on their experiences in the community. Two main concepts—community and caring relationships—emerged from group conversations and personal interviews, and were used as the study's analytical tools.
520 $a Three topics were revisited in our conversations throughout the year: teacher-students relationships, teaching strategies, and evaluation of learning for both teachers and students. The conversations revealed the processes of creating an atmosphere of care, trust and openness that enhanced the development of genuine dialogue that turned this group into a caring community. The caring relationships encouraged teachers to make changes in their teaching and suggest changes at the school level. These relationships enhanced teachers' ability to learn from their encounters and helped them develop awareness of the importance of such relations within the educational context.
520 $a This study contributes to a deeper understanding of teachers' community. It suggests that communities (a) support teachers by enhancing dialogue among them; (b) contribute to social change within the limited context of the school; and (c) add to the construction of knowledge about teaching, learning, and schooling. If schools aim to teach recognition of diverse voices where people strive to care for and understand each other, then teachers should learn and exercise these behaviours. The most viable space for the occurrence of such learning is within teachers' communities. This study, then, gives strength to arguing for the pursuit of communities in school.
590 $a School code: 2500.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Teacher Training. $3 783747
690 $a 0340
690 $a 0530
690 $a 0727
710 2 0 $a The University of British Columbia (Canada). $3 626643
773 0 $t Dissertation Abstracts International $g 63-12A.
790 $a 2500
790 1 0 $a Pratt, Daniel D., $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ75097