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Exploring a beginning history teache...

Sturtz, John P.

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Exploring a beginning history teacher's thinking through the phases of teaching.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Exploring a beginning history teacher's thinking through the phases of teaching./
作者:	Sturtz, John P.
面頁冊數:	179 p.
附註:	Adviser: Stephanie Van Hover.
Contained By:	Dissertation Abstracts International68-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3285313
ISBN:	9780549277590

Exploring a beginning history teacher's thinking through the phases of teaching.
Sturtz, John P.

Exploring a beginning history teacher's thinking through the phases of teaching. - 179 p.

Adviser: Stephanie Van Hover.

Thesis (Ph.D.)--University of Virginia, 2008.

The purpose of this research study was to explore how a beginning history teacher thinks through the phases of teaching. In addition, the study explored what the beginning teacher thought about in his planning, interactive decisions, and reflections. The study also looked at the information the beginning teacher used during decision-making. The study used purposive sampling to select the participant. A qualitative research design from a Naturalistic Inquiry paradigm helped form a case study. This design provided a thick description of the participant's thinking. Data collection methods included four think-aloud sessions of the teacher's planning, direct observations of his teaching, four video stimulated recall interviews, document analysis, pre-interview, and post-interview.

ISBN: 9780549277590Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Exploring a beginning history teacher's thinking through the phases of teaching.
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520 $a The purpose of this research study was to explore how a beginning history teacher thinks through the phases of teaching. In addition, the study explored what the beginning teacher thought about in his planning, interactive decisions, and reflections. The study also looked at the information the beginning teacher used during decision-making. The study used purposive sampling to select the participant. A qualitative research design from a Naturalistic Inquiry paradigm helped form a case study. This design provided a thick description of the participant's thinking. Data collection methods included four think-aloud sessions of the teacher's planning, direct observations of his teaching, four video stimulated recall interviews, document analysis, pre-interview, and post-interview.
520 $a The analysis revealed that this teacher did think through the phases of teaching and moved from planning to interactive decisions and concluded with reflection. Three themes emerged as influences of each of these areas. This teacher also thought about time, logistics, and empathy for his students. This research holds potential implications for teacher education programs and school administrators by discussing how teacher education programs socialize and train teachers and highlighting school structures and process that could help beginning teacher develop.
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