Exploring a beginning history teacher's thinking through the phases of teaching
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Title |
: Exploring a beginning history teacher's thinking through the phases of teaching |
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Author |
: Sturtz, John P., Ph.D. |
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Adviosor |
: Van Hover, Stephanie |
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Committee |
: |
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School |
: University of Virginia |
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Department |
: |
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School Location |
: United States -- Virginia |
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Source |
: DAI-A 68/10, Apr 2008 |
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ISBN |
: 9780549277590 |
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Viewed |
: 615 |
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Abstract |
: 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. 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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- the study explored what the beginning teacher thought about in his planning
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