Teaching as Inquiry: Examining and Supporting the Restructuring of Beliefs of Pre- and In-service Teachers.

Autor/inn/en	Wheeler, Patricia J. Rawson; Andrews, Sharon Vincz
Titel	Teaching as Inquiry: Examining and Supporting the Restructuring of Beliefs of Pre- and In-service Teachers.
Quelle	(1992), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Restructuring; Cognitive Structures; Cognitive Style; Cognitive Tests; Correlation; Elementary Secondary Education; Higher Education; Inquiry; Inservice Teacher Education; Methods Courses; Preservice Teacher Education; Student Attitudes; Teacher Attitudes; Theory Practice Relationship; Gregorc Style Delineator + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Cognitive styles; Kognitiver Stil; Kognitiver Fähigkeitstest; Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Lehrerverhalten; Theorie-Praxis-Beziehung
Abstract	This paper (1) examines correlations of pre- and post-course scores on the Theoretical Orientation to Reading Profile with scores on the Gregorc Style Delineator; (2) augments these correlations with qualitative data from journals and interviews; and (3) proposes that, given this data, the supervisory support structures needed for pre- and inservice teachers who are concrete sequential organizers differs substantially from the support needed by teachers who are random organizers. Subjects (N=107) were enrolled in undergraduate and graduate methods courses at a midwestern university. To more effectively meld theory and practice, these courses had been restructured to emphasize socio-emergent learning theory and collaborative teaming. This study documents and analyzes the ensuing changes in student awareness of themselves as curriculum developers rather than merely curriculum consumers which resulted from this restructuring. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC