Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience

Persistent Link:
http://hdl.handle.net/10150/194967
Title:
Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience
Author:
Toma, Devin R
Issue Date:
2007
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:
Novice teachers experience a unique set of challenges as they enter the field of professional teaching. While extensive research regarding the reflective practice of expert teachers exists, there has been a shortage regarding the relationship between reflective practice and novice teachers. This study investigated this relationship and how reflective practice in novice teachers is specifically affected by the novice teachers' perception of the audience to their reflective dialogues.This qualitative study employed three case studies of novice teachers in their first year of professional teaching. Each case was constructed using data gathered through extensive field notes, in-depth interviews, and collection of written artifacts produced by the subjects. In addition, secondary subjects were observed and interviewed regarding their perceptions of the reflective process of the novice teachers. This data was analyzed in an iterative process and coded for themes to create individual cases as well as expedite cross-case comparisons. The novice teachers in this study exhibited important commonalities in the sources they chose for reflective dialogues and their attitudes regarding those sources. Important themes emerged regarding their perception of audience that affected the topics they chose to discuss in their dialogues. In addition, the nature of the authenticity of their dialogues was investigated and findings emerged indicating various layers of authenticity including: truthfulness, relevance, timeliness, and accuracy. Findings in this study assist in understanding the process of acclimation for beginning teachers and their progression from novice towards the tacit knowledge and practice of an expert teacher. The investigation also drew conclusions regarding the role of administrators, mentors, peers, induction programs, and non-professional support as they related to the assistance of novice teachers.
Type:
text; Electronic Dissertation
Keywords:
Novice Teacher; Induction; Mentoring; Teacher Reflection; Narrative Authenticity
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Romano, Molly
Committee Chair:
Romano, Molly

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleNovice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audienceen_US
dc.creatorToma, Devin Ren_US
dc.contributor.authorToma, Devin Ren_US
dc.date.issued2007en_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.abstractNovice teachers experience a unique set of challenges as they enter the field of professional teaching. While extensive research regarding the reflective practice of expert teachers exists, there has been a shortage regarding the relationship between reflective practice and novice teachers. This study investigated this relationship and how reflective practice in novice teachers is specifically affected by the novice teachers' perception of the audience to their reflective dialogues.This qualitative study employed three case studies of novice teachers in their first year of professional teaching. Each case was constructed using data gathered through extensive field notes, in-depth interviews, and collection of written artifacts produced by the subjects. In addition, secondary subjects were observed and interviewed regarding their perceptions of the reflective process of the novice teachers. This data was analyzed in an iterative process and coded for themes to create individual cases as well as expedite cross-case comparisons. The novice teachers in this study exhibited important commonalities in the sources they chose for reflective dialogues and their attitudes regarding those sources. Important themes emerged regarding their perception of audience that affected the topics they chose to discuss in their dialogues. In addition, the nature of the authenticity of their dialogues was investigated and findings emerged indicating various layers of authenticity including: truthfulness, relevance, timeliness, and accuracy. Findings in this study assist in understanding the process of acclimation for beginning teachers and their progression from novice towards the tacit knowledge and practice of an expert teacher. The investigation also drew conclusions regarding the role of administrators, mentors, peers, induction programs, and non-professional support as they related to the assistance of novice teachers.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectNovice Teacheren_US
dc.subjectInductionen_US
dc.subjectMentoringen_US
dc.subjectTeacher Reflectionen_US
dc.subjectNarrative Authenticityen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRomano, Mollyen_US
dc.contributor.chairRomano, Mollyen_US
dc.contributor.committeememberCarter, Kathyen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.identifier.proquest2078en_US
dc.identifier.oclc659747143en_US
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