Acquiring practical knowledge: A study of development through observations of student teaching practice and dialogues of community.

Persistent Link:
http://hdl.handle.net/10150/187313
Title:
Acquiring practical knowledge: A study of development through observations of student teaching practice and dialogues of community.
Author:
Markel, Sherry Lee.
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 study focuses on the development of practical knowledge during student teaching. Five student teachers participated in a seminar setting with the researcher. Dialogues of experiences and concerns were generated within the seminars in an open forum format. The transcripted dialogues from this small community of learners were combined with fieldnotes from classroom observations and interviews with the student teachers throughout the semester long placement. Growth in practical knowledge was observed using four indicators of change to analyze the seminar transcripts as well as evidences of enactment by observation with the classrooms. Changes in the following areas were observed: perceptions, regarded actions, perspectives, and implied metaphors. Findings revealed that practical knowledge is an integrated enactment of personal biography with formal knowledge and opportunities for learning provided by the student teaching experience. All student teachers showed some change. However, the student teacher who had the most opportunity to enact her beliefs and her developing sense of pedagogical content knowledge showed the highest level of self-conscious awareness of issues and concerns of teaching. This student teacher evidenced the most growth of practical knowledge as she integrated her growing skills with her beliefs. The study serves as partial evidence of the need to consider what factors in student teaching placements and supervision encourage or inhibit reflective practice and the development of practical knowledge.
Type:
text; Dissertation-Reproduction (electronic)
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.titleAcquiring practical knowledge: A study of development through observations of student teaching practice and dialogues of community.en_US
dc.creatorMarkel, Sherry Lee.en_US
dc.contributor.authorMarkel, Sherry Lee.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 study focuses on the development of practical knowledge during student teaching. Five student teachers participated in a seminar setting with the researcher. Dialogues of experiences and concerns were generated within the seminars in an open forum format. The transcripted dialogues from this small community of learners were combined with fieldnotes from classroom observations and interviews with the student teachers throughout the semester long placement. Growth in practical knowledge was observed using four indicators of change to analyze the seminar transcripts as well as evidences of enactment by observation with the classrooms. Changes in the following areas were observed: perceptions, regarded actions, perspectives, and implied metaphors. Findings revealed that practical knowledge is an integrated enactment of personal biography with formal knowledge and opportunities for learning provided by the student teaching experience. All student teachers showed some change. However, the student teacher who had the most opportunity to enact her beliefs and her developing sense of pedagogical content knowledge showed the highest level of self-conscious awareness of issues and concerns of teaching. This student teacher evidenced the most growth of practical knowledge as she integrated her growing skills with her beliefs. The study serves as partial evidence of the need to consider what factors in student teaching placements and supervision encourage or inhibit reflective practice and the development of practical knowledge.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)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.committeememberGriffith, Garyen_US
dc.contributor.committeememberKirby, Danielen_US
dc.identifier.proquest9620375en_US
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