Personalized staff development: The effect of reflective dialogue on the beliefs, values, and practices of three elementary school mathematics teachers.

Persistent Link:
http://hdl.handle.net/10150/186092
Title:
Personalized staff development: The effect of reflective dialogue on the beliefs, values, and practices of three elementary school mathematics teachers.
Author:
Senger, Elizabeth Smith.
Issue Date:
1992
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study focuses on individual teacher's beliefs, values, and practices in mathematics, and the conditions of change in an alternative staff development program. I explored three elementary school teachers' ideas and practices through group and individual reflective dialogue. The data revealed distinct teaching personalities based on the individual's beliefs and background in the domains of knowledge and sense of mathematics as a field and as a school subject, major beliefs concerning the teaching and learning of mathematics, perceptions of the teacher and student roles, views on student assessment in mathematics, and other perceived influences on the teaching and learning of mathematics particular to the individual teacher. Findings revealed teachers who are generally under tension from various segments of the population and are torn between trying to satisfy all holding to their own values and beliefs in regard to mathematics teaching and learning. Changes that occurred, self-reported and observed, were most often particular to the teacher and flowed from a relation to a previously-held belief, rather than a change in the form of a complete turn-around. The study may be helpful as evidence for the need to construct support systems for teachers of mathematics. Time for teachers, not only to reflect on their beliefs, but also to dialogue and be exposed to alternatives, is necessary if current goals in mathematics education are to be personally achievable.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Teachers -- Training of.; Elementary school teachers.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Richardson, Virginia

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePersonalized staff development: The effect of reflective dialogue on the beliefs, values, and practices of three elementary school mathematics teachers.en_US
dc.creatorSenger, Elizabeth Smith.en_US
dc.contributor.authorSenger, Elizabeth Smith.en_US
dc.date.issued1992en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study focuses on individual teacher's beliefs, values, and practices in mathematics, and the conditions of change in an alternative staff development program. I explored three elementary school teachers' ideas and practices through group and individual reflective dialogue. The data revealed distinct teaching personalities based on the individual's beliefs and background in the domains of knowledge and sense of mathematics as a field and as a school subject, major beliefs concerning the teaching and learning of mathematics, perceptions of the teacher and student roles, views on student assessment in mathematics, and other perceived influences on the teaching and learning of mathematics particular to the individual teacher. Findings revealed teachers who are generally under tension from various segments of the population and are torn between trying to satisfy all holding to their own values and beliefs in regard to mathematics teaching and learning. Changes that occurred, self-reported and observed, were most often particular to the teacher and flowed from a relation to a previously-held belief, rather than a change in the form of a complete turn-around. The study may be helpful as evidence for the need to construct support systems for teachers of mathematics. Time for teachers, not only to reflect on their beliefs, but also to dialogue and be exposed to alternatives, is necessary if current goals in mathematics education are to be personally achievable.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectTeachers -- Training of.en_US
dc.subjectElementary school teachers.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairRichardson, Virginiaen_US
dc.contributor.committeememberGriffin, Gary A.en_US
dc.contributor.committeememberHorak, Virginiaen_US
dc.identifier.proquest9310601en_US
dc.identifier.oclc713373290en_US
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