Persistent Link:
http://hdl.handle.net/10150/291861
Title:
Teachers' beliefs about learning
Author:
Grutzik, Cynthia, 1961-
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 is a study of six elementary school teachers' personal constructs about learning. I used ethnographic methods to interview each teacher twice. The questions guiding this study are: How do these teachers believe learning happens? How clearly do they express these beliefs? And who are these teachers as learners themselves? My premise is that teachers must also be learners, and must be aware of their own learning if they are to help others learn. Besides being interested in whether or not these teachers were familiar with their beliefs, I was interested in their view of knowledge, whether constructivist (knowledge created by the learner) or objectivist (knowledge transmitted to the learner). I found that some teachers were more familiar with their beliefs about learning than others. This seemed to be related to the kinds of opportunities they had had for discussion and reflection: workshops and inservice sessions, or long-term training programs.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Teacher Training.; Education, Philosophy of.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Language, Reading, and Culture
Degree Grantor:
University of Arizona
Advisor:
Short, Kathy G.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTeachers' beliefs about learningen_US
dc.creatorGrutzik, Cynthia, 1961-en_US
dc.contributor.authorGrutzik, Cynthia, 1961-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 is a study of six elementary school teachers' personal constructs about learning. I used ethnographic methods to interview each teacher twice. The questions guiding this study are: How do these teachers believe learning happens? How clearly do they express these beliefs? And who are these teachers as learners themselves? My premise is that teachers must also be learners, and must be aware of their own learning if they are to help others learn. Besides being interested in whether or not these teachers were familiar with their beliefs, I was interested in their view of knowledge, whether constructivist (knowledge created by the learner) or objectivist (knowledge transmitted to the learner). I found that some teachers were more familiar with their beliefs about learning than others. This seemed to be related to the kinds of opportunities they had had for discussion and reflection: workshops and inservice sessions, or long-term training programs.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectEducation, Philosophy of.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShort, Kathy G.en_US
dc.identifier.proquest1350773en_US
dc.identifier.bibrecord.b25494582en_US
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