Impacting teacher beliefs: A whole language teacher education program.

Persistent Link:
http://hdl.handle.net/10150/187335
Title:
Impacting teacher beliefs: A whole language teacher education program.
Author:
Greene, Terry A.
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 multi-case study focuses on a preservice teacher education program and four of the teacher candidate participants. It is important to the field as the focus is on teacher candidates at a mid-point in their professional coursework and also provides an in depth description of the learning experiences provided in a constructivist teacher education program. The teacher education program known as "the whole language block" consists of undergraduate methods instruction in reading, language arts, and social studies and an apprenticeship experience on-site at Borton Primary Magnet School in South Tucson, Arizona. The philosophy of whole language guides the instruction of the block. The case studies focus on the personal beliefs about learning and teaching of four teacher candidates and provide a "window" into the block experience. The data consists of two participant interviews, participants journals, daily field notes, participant exit cards, participant mid/final reflections, interviews with faculty instructors, and personal reflections of the researcher. The data was used to construct and critically analyze two "typical" days of the whole language block; and to construct four case studies of the experiences of the participants. The results of the study demonstrate a change in the teacher candidates' personal beliefs after participating in the whole language block. Additionally, the results speak to the importance of the use of a constructivist philosophy like whole language in teacher education programs. The critical role of an apprenticeship experience for teacher candidates is also supported.
Type:
text; Dissertation-Reproduction (electronic)
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.titleImpacting teacher beliefs: A whole language teacher education program.en_US
dc.creatorGreene, Terry A.en_US
dc.contributor.authorGreene, Terry A.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 multi-case study focuses on a preservice teacher education program and four of the teacher candidate participants. It is important to the field as the focus is on teacher candidates at a mid-point in their professional coursework and also provides an in depth description of the learning experiences provided in a constructivist teacher education program. The teacher education program known as "the whole language block" consists of undergraduate methods instruction in reading, language arts, and social studies and an apprenticeship experience on-site at Borton Primary Magnet School in South Tucson, Arizona. The philosophy of whole language guides the instruction of the block. The case studies focus on the personal beliefs about learning and teaching of four teacher candidates and provide a "window" into the block experience. The data consists of two participant interviews, participants journals, daily field notes, participant exit cards, participant mid/final reflections, interviews with faculty instructors, and personal reflections of the researcher. The data was used to construct and critically analyze two "typical" days of the whole language block; and to construct four case studies of the experiences of the participants. The results of the study demonstrate a change in the teacher candidates' personal beliefs after participating in the whole language block. Additionally, the results speak to the importance of the use of a constructivist philosophy like whole language in teacher education programs. The critical role of an apprenticeship experience for teacher candidates is also supported.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)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.committeememberGoodman, Kennethen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.contributor.committeememberWortman, Roberten_US
dc.identifier.proquest9620395en_US
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