Teacher transformation: Creating texts and contexts in study groups.

Persistent Link:
http://hdl.handle.net/10150/187100
Title:
Teacher transformation: Creating texts and contexts in study groups.
Author:
Saavedra, Elizabeth Rose Marie Martinez.
Issue Date:
1995
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 ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Teacher work groups -- United States.; Teachers -- In-service training -- United States.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading and Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Goodman, Yetta M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTeacher transformation: Creating texts and contexts in study groups.en_US
dc.creatorSaavedra, Elizabeth Rose Marie Martinez.en_US
dc.contributor.authorSaavedra, Elizabeth Rose Marie Martinez.en_US
dc.date.issued1995en_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 ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectTeacher work groups -- United States.en_US
dc.subjectTeachers -- In-service training -- United States.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairGoodman, Yetta M.en_US
dc.contributor.committeememberFlores, Barbaraen_US
dc.contributor.committeememberHill, Janeen_US
dc.contributor.committeememberGoodman, Kennethen_US
dc.identifier.proquest9531120en_US
dc.identifier.oclc701721552en_US
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