Dissertations / Theses on the topic 'Teacher experiential learning'
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Chiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.
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Kurzweil, Joshua. "Experiential learning and reflective practice in teacher education / by Joshua Kurzweil." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/5/.
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Lai, Ting-chun. "The use of learning study to enhance teachers' professional development : a case study." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35670927.
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Miller, Virginia L. "The effects of teachers' workplace experiences on their beliefs about teacher role in curriculum and instructional change /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998497.
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Pelafigue, Ashleigh L. "The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2483.
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The Center of Graduate Schools (2015) published a report detailing applications, enrollment, and trends in graduate schools across the nation showing that approximately one third of all first-time graduate school applicants in master’s degree programs utilizing the GRE assessment identify their career path in either business or teacher education. The purpose of this study was to examine the lived experiences of classroom teachers who concurrently pursued graduate studies to earn a master’s degree in education and to understand how adult learning provided opportunities for personal growth and the attainment of professional goals. Individual interviews and two focus groups were conducted to uncover the essence of experiences across participant stories. Seven themes emerged from the data: 1) Teacher-scholars’ reasons for returning to higher education varied based on their personal and professional needs, 2) The teacher-scholar experience elicits a vast array of emotions, challenges, and successes, 3) Teacher-scholars were self-driven to start their programs however intrinsic and extrinsic motivation provided encouragement for continued desire for success, 4) Teacher-scholars’ support systems were integral to their success in their master’s programs, 5) Teacher-scholars were reflective about their teaching and learning and used reflection as a tool to improve their professional capabilities, 6) Teacher-scholars used concrete learning experiences to bring their learning into their classrooms and professional lives, and 7) Teacher-scholars’ educational journeys provided opportunities for here-and-now learning as well as increased marketability for a future in the field of education. Additionally, a revision to David Kolb’s Experiential Learning Cycle (2015) was presented. Participant data highlighted collaboration as a necessary component to teacher-scholar success yet it was not addressed in Kolb’s original model. Results from this study can be used to inform teacher education programs as well as teacher-scholars on the expectations, experiences, and perceptions of teachers who concurrently pursued higher education.
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Kociuba, Jamie M. "Teacher Perceptions of Instruction as an Expeditionary Learning Core Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5492.
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In an urban, low-achieving district in the northeastern United States, a small school has adopted the Expeditionary Learning (EL) philosophy and pedagogical approaches to instruction. Between the academic years of 2012-2016 state-assessed student achievement scores were less than proficient and implementation reviews revealed that the school made little to no improvement in the core practice category of instruction over 4 years of EL implementation. The purpose of this qualitative case study was to answer guiding questions by examining 12 teachers' perceptions regarding EL instruction as a core practice and element of the annual implementation review, and the impact of EL instruction on student achievement. The study was guided by the EL instructional subcomponents. Using purposeful sampling, data were collected from questionnaires administered to 12 full-time EL teachers. Semistructured interviews and classroom observations were conducted with 3 of the 12 EL teachers. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed: (a) a relationship between confidence levels of teaching EL instruction and experience, (b) existing gaps in knowledge of instructional subcomponents, (c) variability in implementation of subcomponents, (d) full instructional implementation influenced by time constraints/professional development, (e) existing gaps in teachers' knowledge of implementation review driven goals, (f) professional development related to the implementation review, and (g) student academic achievement impacted by EL instruction. The study and project have implications for positive social change through guidance into improved instructional practice and higher student achievement.
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Law, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
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Tietjen, Laura L. "Service-learning pedagogy in teacher education: an examination of individual and group experiences." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32747.
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Doctor of PhilosophyCurriculum and Instruction Programs
Michael C. Holen
There is a call for education, including teacher education, to transform from solely transmitting knowledge to creating dynamic learning opportunities for students to experience real-world situations so they can develop the skills and competencies necessary to navigate a changing and unpredictable world. Service-learning is proposed as one strategy to facilitate this transformation. Therefore, the purpose of this qualitative case study was to describe how individual or group service-learning experiences might impact the attitudes and beliefs of pre-service teachers in a teacher education course. This study was guided by two research questions: How do pre-service teacher participants describe their individual or group service-learning experiences within the context of a required teacher education course? In what ways do participants' attitudes and beliefs towards service-learning vary, based on individual or group service-learning experiences? The service-learning experiences for this study were designed using experiential educational theory and a blended framework from service-learning common goals (academic enhancement, personal/professional growth, and civic learning) and common components (academic material, critical reflection and relevant service) (Ash, Clayton, & Moses, 2009). Fourteen pre-service students agreed to participate in the study. Two sources of data were identified, (a) individual semi-structured, face-to-face interviews and (b) critical reflective journals written by participants. Findings suggest that service-learning experiences reinforce academic content including experiential education. Personal and professional growth and an understanding of diversity can result from service-learning experiences. Teacher involvement in the local community was viewed by participants as important for student-teacher relationships and to improve connections between the school and the community. Participants of the study viewed critical reflection as a fundamental component in service-learning. Self-identified personality type can impact how each participant described their individual or group service-learning experiences, including benefits of social interaction and collaboration. Individual and group service-learning present different challenges in implementing effective experiences. Participants’ beliefs and attitudes did not vary based upon individual or group service-learning experiences. In conclusion, incorporating the experiential pedagogy of service-learning in teacher education programs can better prepare pre-service teachers for the very unpredictable nature of teaching.
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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
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Howard, Sarah K. "Teacher change individual and cultural risk perceptions in the context of ICT integration /." Connect to full text, 2006. http://hdl.handle.net/2123/5340.
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Thesis (Ph. D.)--University of Sydney, 2006.Title from title screen (viewed 20 August 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, Faculty of Education and Social Work, University of Sydney. Degree awarded 2009; thesis submitted 2006. Includes bibliographical references. Also available in print form.
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Chiu, Siu-hong, and 趙少康. "The impact of learning study on teachers' professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669962.
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Ritchey, Brad Matthew. "Perceptions of initial licensure candidates regarding the effectiveness of field experiences and clinical practices in teacher preparation programming." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211904397.
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Matoti, S. N. "The impact of leadership and management of host schools on the construction of professional identity of teacher trainees." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/393.
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Published ArticleThe paper reports on the findings of a study that investigated the impact of leadership and management on the construction of professional identity of teacher trainees. The writer argues that the overall leadership and management of the host schools, where student teachers do experiential training (teaching practice), has an impact on the construction of their professional identity. The host schools provide different learning experiences (environment) which may either enhance or hinder the development of a positive professional identity. A questionnaire comprising of open-ended questions was administered to 40 teacher trainees at the School of Teacher Education, Central University of Technology, Free State. The students had just return from a six-month period of experiential training. The aim of the questionnaire was to examine their views on their experiences and expectations of the teaching practice, and whether or not the leadership and management of the school has had an impact on the construction of their professional identity. The findings revealed that a supportive and enabling environment within the host school provided a good learning experience and consequently enhanced the development of a positive professional identity whereas a non-welcoming and threatening environment had the opposite effect. Suggestions and recommendations for providing a supportive and enabling environment for all students are made.
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Call, Hadyn Bowen. "A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7443.
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Driven 2 Teach is a privately funded program for history teachers in the state of Utah. The program emphasizes the importance of teacher travel to educate history teachers in the places where history happened. This study investigated the program’s influence on participant gains in learning about history and how to best teach about the past, social studies professional development, teacher beliefs, and changes in instructional practices. This study utilized a case study methodology, autoethnography, and six interconnected frameworks: Professional development, experiential education, site-based learning, pedagogical content knowledge, teacher beliefs, and professional learning communities. This study helps demonstrate the effectiveness of travel as a teaching method. Data from this study were used to answer the following questions: How do history teachers perceive their pedagogical content knowledge as changing as a result of participating in the Driven 2 Teach program? How do the experiences with Driven 2 Teach differ from other professional development experiences? How do history teacher beliefs about social studies education contribute to the changes in pedagogical content knowledge and instructional practice? How do these history teachers plan on changing instructional practices based on their new pedagogical content knowledge? The results of this study show that participants’ knowledge of historical content and how to best teach that content increased significantly. This study also found that more social studies professional development is needed in the state of Utah. Teachers’ confidence levels increased because of their experience with this program in regard to teaching history and social studies skills to their students. Participants, as a result of participation with Driven 2 Teach, are more likely to teach students’ skills using social studies content rather than merely teaching social studies through rote memorization. Participants want to incorporate more hands-on learning experiences for students, and use more primary source documents in their lessons. Traveling together to historical sites and other important places with other social studies teachers enhanced the learning of all involved and increased the retention of what was learned. Participants benefited from both planned and unplanned events, and had experiences that made them realize even more, the importance of social studies education and incorporating multiple perspectives when learning about the past.
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Vogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.
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Bond, Larry L. McGrath J. H. "Administrator and teacher perceptions of the utility of experiential learning in the private sector as a staff development strategy." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525558.
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Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 22, 2005. Dissertation Committee: J.H. McGrath (chair), Mary Ann Lynn, Ron Laymon, Mike Winchell, Joe Talkington. Includes bibliographical references (leaves 200-206) and abstract. Also available in print.
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Davis, Brian. "Investigating the Experience: A Case Study of a Science Professional Development Program Based on Kolb's Experiential Learning Model." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/33.
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Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb’s experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are 1. What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? 2. How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb’s (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.
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Krebs, Marjori Maddox. "Service-Learning: Motivations for K-12 Teachers." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162837806.
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Lai, Ting-chun, and 賴婷珍. "The use of learning study to enhance teachers' professional development: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35670927.
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Stiles, James W. "From chameleons to koalas exploring Australian culture with pre-service teachers through children's literture and international experience /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086105676.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).
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Jimenez, Simon, of Western Sydney Nepean University, and Faculty of Education. "An investigation of the perceptions at an extended stay outdoor education school program : a case study at Timbertop." THESIS_FE_XXX_Jimenez_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/244.
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Outdoor and experimental education as a means to supplement or complement traditional learning has existed throughout most of the twentieth century. However, there is limited published research concerning Extended Stay Outdoor Education School Programs (ESOESP) and the processes that exist within these programs that lead to a particular outcome. This is a case study approach which seeks to uncover and examine the perceptions of stakeholders within an ESOESP, in order to understand and highlight the process leading to an outcome. A grounded theory and hermeneutic/dialectic approach was used to collect and analyse the data. Interviews, surveys, observations, and participation complemented the process of data collection. The analysis of the data, employing a grounded theory approach, resulted in five categories that are essential components to the process leading to an outcome at a particular ESOESP. The five categories are: Student role; Teacher role; School climate; Interpersonal/Personal skill development; and, Learning process. Based on these five categories and their related sub-categories, a process model was developed. The relationship of the categories to the experiential learning process. The results of this study provide a starting point for further research in this area.Master of Education (Hons)
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Soules, Kate E. "TheImpact of Professional Development on Public School Teachers' Understanding of Religious Diversity:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108384.
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Thesis advisor: Dennis ShirleySchools and classrooms in the United States are increasingly religiously diverse, and religion remains a deeply influential social force, locally, nationally, and globally. However, decades of misunderstanding about the constitutionally appropriate relationship between religion and public education have created a cycle of silence about religion in K-12 schools and in teacher education. As a result, public school educators are not prepared to teach about religion in the curriculum. Nor do they have the skills to respond to common challenges that arise in religiously diverse school communities. This dissertation examines four professional development courses about religious diversity to understand the motivations and experiences of the educators who participated and to explore the impacts these courses had on the educators’ teaching practices. The 145 participants in the professional development courses learned about several religious traditions through a combination of visits to religious communities, guest speakers, and classroom discussion. The mixed methods study surveyed the participants three times, once before the courses, and twice afterwards. Follow-up interviews with 13 educators were conducted approximately one year after they completed the courses. The findings reveal that educators working at all grade levels and in all content areas found valuable benefits from increasing their understanding of religion, including a greater appreciation for the religious identities of their students and increased comfort with religion when it appeared in a range of school settings. Based on my analysis, I propose a framework of Pedagogical Content Knowledge about Religion to describe five domains of knowledge and skills that are necessary for educators to be able to competently respond to religion in public schools. This framework and the findings of this study have valuable implications for the development of future professional development courses and in charting a trajectory for further research on religion in U.S. public schools
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Stone, Claudette W. "Technology Integration: A Community of Practice to Support Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2891.
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Abstract This qualitative case study examined teachers' perceptions that contributed to a lack of
technology integration in their K-8 classrooms. The purpose of the study was to determine why teachers of a K-8 and K-5 school underused or failed to integrate technology to support learning. The theoretical framework for this study was provided by Dewey's constructivist theory, Lave and Wenger's situated learning theory and communities of practice, and Kolb's experiential learning theory principles of teaching and learning. The research questions addressed teachers' perceptions of technology integration as a curriculum strategy and teachers' perceptions of how technology affected professional practices to improve student performance in Grades 3 through 8. A purposeful sample of 8 certified teachers who used technology in their classrooms was selected to participate in the study. The participants represented a range of grades in 2 schools located in an economically disadvantaged sector of an urban school district. Qualitative data were collected through one-on-one interviews, classroom observations, and use of technology questionnaires. Data were transcribed, coded, and grouped into categories and themes focused on: (a) progressive technology usage, (b) competency in technology education, and (c) assertiveness towards computer techniques. Participants articulated the need for technical acuity, collaboration, and continuous professional growth activities to integrate technology as a curriculum element. Findings from this study were used to establish a 3 day professional development plan to provide training on technology integration to local K-8 teachers. Social change can be achieved by increasing the level of technology integration to enhance K-8 instruction.
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Alexander, Kirsty Jane. "No ends, no means, just education : a kinaesthetic approach to thinking otherwise." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23089.
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In this thesis I offer an alternative to the hyper–individualistic, hyper-performative means-end dynamic that dominates contemporary educational practice. I foreground dimensions of experience that possibilise an approach that is neither instrumentatlised nor instrumentalising; an approach I term (a) (more) just education. The thesis opens with an analysis of how the reduction of education to use-value is both dependent on, and perpetuating of, a conception of subjectivity that overlooks the facticity of embodied life. The prevalence of dualist assumptions in both liberal and critical educational thinking and the persistence of these assumptions despite explicit attempts to think otherwise is mapped out and I draw a link between these assumptions and the privilege accorded to displays of understanding. Alongside this analysis I propose that the seemingly all-pervasive Cartesian legacy might be circumvented by approaching the question of subjectivity from a kinaesthetic perspective. This kinaesthetic approach is outlined with reference to the somatic dance practice of Skinner Releasing Technique (SRT). The practice of SRT offers up three ‘kinaesthetic provocations’ that invite re-thinking both the dynamics of education and the dynamics of justice. Throughout the thesis I explore an interplay between these provocations and the work of Derrida and Deleuze/Deleuze and Guattari; and through this interplay I unsettle the dualisms of self and other, self and world, and self and work. By approaching the shaping of subjectivity from a bodily, kinaesthetic perspective I submit the bodies called teachers and students, the bodies of practice called teaching and learning, the bodies of knowledge called curricula and the ideal body called justice to processes of deterritorialisation. Untethering education from its ends in this way affords the possibility of approaching education as an experience of passage. I argue that an emphasis on passage offers up educational consequences that are shared in rather than shared out and that therefore escape the grip of performative categorising trends. Through this account the role of the educator becomes one of affirmation, rather than validation, and I conclude the thesis by examining the particular sensitivities that this demands.
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Brilhart, Daniel L. "Teacher conceptualization of teaching integrating the personal and the professional /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186666429.
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White, Cameron Cash. "SUPERVISED AGRICULTURAL EXPERIENCE IN KENTUCKY: CONDITION AND PERCEPTIONS." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/794.
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Thesis (M.S.)--University of Kentucky, 2008.Title from document title page (viewed on August 21, 2008). Document formatted into pages; contains: ix, 126 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 122-125).
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Oswald, Marietjie M. "Teacher learning during the implementation of the Index for Inclusion in a primary school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1293.
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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT).
AFRIKAANSE OPSOMMING: Die studie is ontwerp om ondersoek in te stel na die eienskappe van ʼn skoolomgewing wat onderwyser-leer in die werkplek moontlik maak in ʼn tyd van verandering soos deur die Index for Inclusion-proses geïnisieer, asook na die beperkinge binne dié omgewing (Engels: ‘affordances and constraints’). Daar is in die besonder ondersoek ingestel na die eienskappe op die makro-sosiale en makro-onderwysvlak wat onderwyser-leer in die werkplek beïnvloed, na die geleenthede en beperkinge vir onderwyser-leer wat op die institusioneel-gemeenskapsvlak as die kritieke vlak van analise vir hierdie studie geïdentifiseer kon word, asook na eienskappe op die persoonlike vlak wat ʼn invloed het op onderwyser-leer in die werkplek. Die teoretiese raamwerk van die kultureel-historiese aktiwiteitsteorie (Engels: ‘cultural-historical activity theory’ oftewel CHAT) het ʼn breë platform gebied vanwaar daar met die studie omgegaan kon word. Die werk van Engeström, as ʼn kontemporêre bydraer op die gebied van CHAT, het veral die studie gerig. Die ondersoek na onderwyser-leer in die werkplek in ʼn tyd van verandering is as ʼn kritiese etnografiese studie ontwerp en is in ʼn laerskool in ʼn benadeelde gemeenskap in die Wes-Kaap Provinsie van Suid-Afrika uitgevoer. ’n Kwalitatiewe metodologie is gebruik. ʼn Kritiese diepte-ontleding is gedoen van geleenthede en beperkinge vir onderwyser-leer in die werkplek deur ʼn abduktiewe proses van data-analise en -aanbieding, wat ʼn beweging tussen ʼn induktiewe en deduktiewe proses van kennisskepping impliseer. Die data is op drieërlei wyse aangebied: in breë temas en patrone; as ʼn etnografiese narratief wat Engeström se driehoekstruktuur van aktiwiteit gebruik; en in die vorm van pensketse wat die leertrajekte van twee onderwysers uitbeeld. Die data het aangetoon dat die Index for Inclusion wat as instrument vir verandering in hierdie studie aangewend is, wel onderwyser-leer vir insluiting in die werkplek tot gevolg gehad het. Dit het ʼn bewustheid rakende inklusiewe onderwys verhoog, die onderwysers is blootgestel aan die terminologie van inklusiewe onderwys en ʼn veilige en ondersteunende omgewing is geskep waarin onderwysers aandag kon gee aan hulle eie gesindhede en praktyke. Sekere onderwysers het van betekenisvolle leerwinste getuig. Die studie het egter ook duidelik gewys hoe ʼn skool ʼn beperkende omgewing kan wees vir onderwyser-leer en vir die komplekse prosesse wat betrokke is by die verandering van so ʼn omgewing om dit meer omvattend te laat word ter ondersteuning van onderwyser-leer vir insluiting. Verskeie faktore het onderwyser-leer erg beperk. Op die makro-sosiale vlak het armoede en die gevolge van apartheid in Suid-Afrika die onderwyser-leer beduidend beperk. Op die makro-onderwysvlak het onderwysers weens innovasieoorlading probleme ervaar. Die afwesigheid van betekenisvolle opleiding en ondersteuning vir verandering het ook ʼn negatiewe uitwerking op hul moraal, motivering en selfwerksaamheid gehad. Op die institusionele vlak het die leierskapsbenadering besonder nadelig geblyk te wees vir uitgebreide onderwyser-leer. Onderwyserkognisie, -houding en -emosie het ook daartoe bygedra om hul eie betrokkenheid by die leergeleentheid wat deur die Index for Inclusion-proses gebied is, te beperk. Die studente is nie ʼn ruimte toegelaat waar hulle stemme gehoor kon word nie en nóg hul ouers nóg die gemeenskap is uitgenooi om deel te hê aan kollaboratiewe vennootskappe met die personeel. Op persoonlike vlak het die studie die moontlikheid ondersoek dat individuele onderwysers op grond van hul eie positiewe leerervaring tydens die Index for Inclusion-proses geleidelik die nodige veranderinge in die skool invoer. Deur individuele onderwysers se toedoen, energie en aansporing bly die hoop bestaan dat die goeie werk wat deur die Index for Inclusion-proses in die skool bereik is, volhou sal word. Sleutelwoorde: onderwyser-leer, leer in die werksplek, inklusiewe onderwys, ‘Index for Inclusion’, kultureel-historiese aktiwiteitsteorie.
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Olivero, María Matilde. "Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7432.
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In order to understand the intricate processes involved in second language teacher development, in the last decade studies in second language teacher education (SLTE) have addressed the need to explore pre-service teachers’ beliefs and emotions jointly as they occur in their contexts of teaching. SLTE researchers have referred to the importance of helping pre-service teachers verbalize their beliefs and try to understand and regulate their emotions as they can serve to explain what, how, and why pre-service teachers do what they do during their practicum experience. In addition, considering future teachers will be passing on their beliefs, values, and ways of behaving and feeling to future generations, SLTE should offer pre-service teachers with models of teaching that will help form ethical, reflective, and emotionally intelligent professionals capable of transforming society. The clamor for peace in today’s world and the globalized nature of the English language emphasize the need to embrace practices in SLTE intended to foster peace. In Argentina (the context of the present study) such practices carry particular relevance, as it is expected from the Ministry of Education that the teaching of foreign languages at primary and high school level serve as tools to promote societal peace.
Given the importance of exploring pre-service teachers’ beliefs together with emotions, and on the importance of providing them with holistic approaches to teaching aimed at expanding peace, this study examines pre-service teachers’ beliefs and emotions about an innovative intervention involving the language of peace throughout their practicum semester in an Argentine setting. More specifically, through multiple case studies and narrative approaches, this study investigates four pre-service teachers’ beliefs and emotions regarding peace and the implementation of multidimensional peace language activities (MPLAs) before, during, and after their Practicum I course. In addition, it aims at comparing participants’ beliefs and emotions with their actions as reflected in their lesson plans and in-school teaching experience. Finally, it traces pre-service teachers’ transformation of beliefs and emotions throughout the course, and examines the ways in which reflection facilitates teacher development.
Multiple sources were used for data collection, including semi-structured interviews, journal entries, field-notes from classroom observations, lesson plans, and narrative frames. The thematic and content analysis of the data revealed that in general participants believed the MPLA intervention in the practicum (a) gave participants meaningful English exposure, (b) changed their understanding of peace and enhanced their ability to teach peace in EFL classrooms, and (c) led to a more transformative practicum experience. By embodying multidimensional peace the participants were able to become conscious of their beliefs, emotions, and actions regarding the inclusion of MPLAs and understand their teaching practices better, thereby allowing themselves to develop as teachers and peacebuilders. However, it was noted that two pre-service teachers were not able to include as many MPLAs as they had desired, due to contextual factors and previous learning experiences, among other aspects. Limitations of the study are addressed, as well as research and pedagogical implications for the field of SLTE that relate to the need to incorporate holistic, experiential, and contemplative approaches intended to cultivate multidimensional peace.
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Arbogast, Michelle A. "Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.
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Williams, Janette Angella. "A Reflection of Adults as Child Participants in Commercial Activities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4990.
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Children are being used as marketers and consumers for the purpose of financial gain. Although much research exists about children's stance as consumers, very little is known about their role as marketers. Such lack of information indicates that children's authentic voices about their experiences are seldom articulated, heard, listened to, and acted on. The purpose of this qualitative phenomenological heuristic study was to explore the lived experiences of former child participants in commercial activities in order to understand their perceptions as well as, the meaning, and impact of the experiences on their childhood development. The theoretical framework used included the theories of Bandura's social learning, Bronfenbrenner's ecological system, Vygotsky's social constructivism, Knowles' andragogy, and Meziro's transformative learning. The primary questions focused on participants' perceptions, beliefs, and attitudes, as well as the meaning, and impact such lived experiences had on their childhood development. The final sample consisted of 13 adults above age 18 who participated in commercial activities during their childhood and were selected through the snowballing technique. Data were collected, analyzed, and manually coded from multiple individual and focus group interviews. The thematic results and findings are necessary labor, cultural practice, belief system, power of tangible and intangible rewards, independent mobility factor, social dangers of risk factor, participants' affective response, and experiential learning. Implications for social change include the establishment of partnerships among schools, children, parents, and commercial industries to strengthen advocacy for, and effect improved conditions and treatment of child participants in commercial activities.
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Slawsky, Melissa Maccarelli. "Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3352.
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While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course or program. This exploratory research design consisted of a series of semi-structured interviews. Piano teachers of varying ages, educational levels, and years of teaching experience (N = 12) were interviewed as to their experiences as students, autonomous transition into the teaching role, and the informal or formal learning opportunities which contributed to their development as piano teachers. Upon reflecting on their experiences in higher education compared to their professional lives as piano teachers, interviewees were asked to make suggestions for the future of piano pedagogy and the piano curriculum in general.
In analyzing the data, 11 major themes emerged in the interview transcripts which revealed aspects of the interviewees' transition into the teaching role and development as piano teachers: (1) piano teachers were autonomously resourceful when transitioning into the teaching role, (2) experiential learning (i.e., learning by doing, gaining experience, and trial-and-error), (3) piano teachers evoke memories (of former teachers, materials played, and experiences as students) in transitioning into the teaching role, (4) piano teachers emulate former teachers + a mix of elements in developing their teaching style, (5) overcoming challenges and seeking out resources, (6) formal learning experiences (including piano pedagogy coursework), (7) partnership of learning and teaching (apprenticeship and cognitive apprenticeship), (8) support in the field (including the role of professional activities), (9) teaching confidence, (10) reflective practice, and (11) reflections and suggestions for the future.
The pianists interviewed experienced an autonomous transition into the teaching role as they received no formal teacher-training and very little guidance when beginning to teach. Although the master-apprentice model is often attributed as the primary means in which piano teaching is disseminated, experiential learning (e.g., learning by doing, gaining experience, and trial-and-error) factored just as prominently into the pianists' transition into the teaching role and early development as piano teachers. Additionally, apprenticeship (i.e., guided teaching) and cognitive apprenticeship (i.e., formal learning combined with authentic hands-on teaching experiences) were two facilitative modes of learning to teach experienced by some of the interviewees. The pianists interviewed demonstrated incredible personal initiative in navigating their autonomous transition into the teaching role and development as piano teachers (e.g., teaching style, teaching confidence, teaching identity, and reflective practice) by deriving meaning through the process of overcoming challenges, seeking out resources and support in the field, monitoring and correcting their own performance, and finding measures to continually refine their teaching.
The importance of pedagogical coursework and increased teacher-training experiences in the higher education setting were emphasized by all piano teachers interviewed, especially when combined with opportunities to observe expert piano teaching and gain authentic hands-on teaching experiences. Similarly, some piano teachers described teaching while pursuing their degree(s) as a means of learning from an academic and career standpoint, as they could immediately apply what they were learning to their own teaching. Piano teachers emphasized the need for business skills for running a successful studio, performance skills beyond the traditional classical repertoire, functional skills to make a viable living (e.g., accompanying, improvisation, harmonizing melodies, and playing for church services), as well as techniques, materials, and special considerations for teaching across the entire lifespan (i.e., "cradle to grave") for a wider variety of learners (e.g., beginning, intermediate, advanced, pre-school age through mature adult, and those with special needs).
This exploratory study provided a detailed perspective as to the induction experiences of the piano teacher. It is proposed that further exploration into the pianist's transition into the teaching role could inform the development and restructuring of pedagogical coursework and a wealth of pedagogical materials for practitioners in the field as well as the framework for piano teacher training.
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Easler, Shelley L. "Barriers to Facilitating an Existing Certified Nature Explore Outdoor Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1885.
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In response to social trends whereby children are spending less time outside, school administrators have developed certified Nature Explore Outdoor Classrooms (NEOCs) intentionally designed to support whole-child learning within a natural environment. Despite the documented benefits of nature-based education, the literature and NEOC sites report challenges in facilitating this type of space. The purpose of this study was to investigate what prevents teachers in a certified NEOC from facilitating student/teacher engagement with the natural outdoor environment. Kolb's, Piaget's, and Vygotsky's theories of constructivism served as the study's framework to explore the problem from the teachers' perspectives. A qualitative case study was used to gain insight into the potential barriers to facilitating a NEOC. Eight teachers were recruited using purposeful sampling. Participant criteria included (a) >18 years of age, (b) >3 years early childhood teaching experience, (c) >1 year experience in selected NEOC, (d) prior NEOC training, and (e) willingness to share experiences. Data collection included classroom observation, individual interviewing, and review of relevant documents. All data were analyzed using comparative and inductive analysis and coded into 5 emergent themes. Identified barriers included teacher involvement, rules and regulations, volunteers, materials, and weather. By creating a 3-day professional development program that supports the benefits of nature-based learning environments and introduces strategies to overcome identified barriers, this study may promote positive social change in nature-based education. Children, families, and communities may expand their nature-based knowledge and interaction skills to pass to future generations.
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Johnson, Kabrina Rochelle. "Fourth Year Teachers' Perceptions of the Student Teaching Practicum in Abu Dhabi." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1787.
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A local college in Abu Dhabi, United Arab Emirates began a Bachelor of Education program in 2008 to train prospective teachers to deliver a bi-literate education in Arabic and English to students in Abu Dhabi schools. Because there had been no examination of preservice teachers' perceptions of their practicum experience, a project study was designed to analyze the perceptions of a group of preservice teachers regarding the final practicum and whether that experience enhanced their ability to deliver educational practices to better serve students. This phenomenological study was guided by experiential learning theory, as preservice teachers learned from their experiences in a professional setting. The research questions addressed preservice teachers' experiences during the practicum and how those experiences contributed to their professional growth. Individual face-to-face interviews of 8 preservice teachers were the means of data collection. Transcripts of audio recorded interviews were coded to determine themes related to the practicum experience. The data revealed that preservice teachers felt that the practicum allowed them to experience the role of the classroom teacher and its day-to-day challenges. Based on the research findings, a project is proposed to assist preservice teachers in assessing students' needs, identifying instructional classroom practices, and planning lessons. Implementation of the project could lead to positive social change by engaging preservice teachers in professional development centered on professional learning communities. This engagement would encourage collaboration with professionals to develop lesson plans to reach all learners. This project has the potential to contribute to preservice teachers' professional growth, which may lead to continuous learning in their professional learning environment.
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Wilson, Anna Naomi. "What is, and what might be, learned from images shared during Twitter conversations among professionals?" Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24371.
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This thesis explores the pedagogical potential of images shared during intra-professional conversations held on the social media platform, Twitter. Twitter chats are loosely synchronous exchanges of tweets sharing a unique, identifying keyword or hashtag. They are increasingly being used among professionals to create professional networks in which practice-knowledge and opinion might be shared and where communal connections may be created. As such, they may serve as sites in which professional learning unfolds, both in relation to workplace practices and in relation to the development of new forms of professional practice around social media use. Because the exchanges and broadcasts on Twitter are, for the most part, public, and the conversations are ongoing, they also provide open, freely-accessible, and constantly renewing resources for use in pre-service learning contexts. The research focused on two example chats, one held among midwives and the other among teachers. Inspired by the increasing use of images in new forms of digital communication, the research used images tweeted during the chats as starting points from which to explore flows of knowledge and affect. Data were generated from observations of the two Twitter chats over extended periods, together with interviews with practising professionals, student professionals and their educators in which images were used as elicitation devices. The research combined an approach to reading and “being with” data inspired by ideas drawn from the work of Deleuze (1994; Williams 2013) and Deleuze and Guattari (1988; Massumi 1992), with approaches to reading images drawn from visual social semiotics (Kress and van Leeuwen 1996). The findings suggest that Twitter chats such as those studied here can provide rich opportunities for professional learning. Practice knowledge can flow from one participant to many others, and flows of affect can be used to remoralize individuals and communities. Both chats seemed to serve as sites in which professionals could experience a positivity and affirmation that was not always available in the workplace. However, the forces and intensities at play in these spaces influence both what is said and what is not said, creating new norms of online interaction that generally seemed to avoid negative comments or open disagreement. Educators saw potential to use images such as those shared in the chats in a variety of ways. For example, images could be used as prompts for examination and critique of practices. The educators I interviewed also suggested that the images could be used to help student professionals develop their sensitivity to the forces and intensities that produce particular practices. Group interviews with student professionals suggested that the former happened spontaneously when students encountered and discussed such images, but that the latter might need deliberate facilitation or prompting. The thesis concludes with some recommendations for: (i) educators considering using such images in pre-service professional learning; (ii) professional developers considering using Twitter chats; and (iii) policy-makers involved in drafting guidelines for professionals’ use of social media.
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Quiles, Fernández Emma. "Cuidar la relación: el sentido de la experiencia educativa. Una investigación narrativa." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393960.
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Esta investigación narrativa tiene como punto de partida la búsqueda y profundización de las relaciones de cuidado y del saber pedagógico que las sostienen. Un cuidado educativo que, desde el enfoque del trabajo, requiere de un estar en relación y de un disponerse para el encuentro con el otro; y un saber que nace en la experiencia y es fruto de lo vivido pensado, en el que no se pierde la unidad de la vida. De ahí que la educación pueda ser habitada como un encuentro sensible y amoroso junto a las criaturas (Piussi, 2000). Nel Noddings (1984) se refiere a ello añadiendo que "lo que hacemos no depende de las reglas, o al menos no totalmente de ellas (...) sino de una constelación de condiciones que es percibida a través de los ojos del que cuida y del que es cuidado" (p. 13). Precisamente, esta constelación de condiciones conforma el centro del estudio, y es la que descubro y nombro de la mano de un maestro de Educación Primaria y una educadora social.
De este modo, el estudio se configura a través de observaciones de campo, conversaciones, anotaciones en diversos diarios, fotografías y lecturas de autores. No se trata de un trabajo con marcos de referencia aplicables, sino más bien apropiables, por lo que se hace necesario hallar una voz propia que parta de la escucha de lo que maestro y educadora ofrecen, junto con aquello que se moviliza en mí como investigadora y profesora. Son estos desplazamientos los que posibilitan la creación de un pensamiento que atraviesa el núcleo de la relación educativa, haciendo que la experiencia de investigación, no se convierta en una búsqueda de repuestas, sino en un modo de continuar pensando en lo educativo, en lo que ya es —o ya está— y en cómo, mediante ese cuidado, los procesos de enseñanza fructifican.
La escritura de escenas pedagógicas permite visibilizar y ahondar en el gesto sensible del cuidado, en la atmósfera requerida, en los modos que lo sostiene —o lo quiebra—, y en las confrontaciones e interpelaciones que surgen de él. La mirada atenta al acto de conversar y a los espacios de juego, muestra algunas de las cualidades —hospitalidad, reconocimiento, autoridad, consentimiento, compasión, tono, tacto, etc.— que propician el cuido a las criaturas. Todo ello da lugar a un conjunto de posibilidades de ser y estar en lo educativo que descartan cualquier discurso de lo absoluto; perspectiva que impregna el conjunto del trabajo.This narrative research is based on the search and study of care relationships and the pedagogic knowledge that hold them. An educational care that, from this research's approach, requires to be proactive in the relationship and to be open for the encounter with the other; and a knowledge born from experience, a result of the thought experience, where unity of life is not lost. Thus, education can be experienced as a sensitive and affectionate encounter with the students (Piussi, 2000). Nel Noddings (1984) adds to the subject that "what we do depends not upon rules, or at least not wholly on rules (...) but upon a constellation of conditions that is viewed through both the eyes of the one-caring and the eyes of the cared-for" (p. 13). It is, precisely, this constellation of conditions what constitutes the centre of my study, which I discover and give name to, along with a Primary Education teacher and a social worker. Therefore, the study is centred around field observation, interviews, annotations in several diaries, photographs and readings of authors. The research does not involve applicable reference frameworks, but rather appropriable ones, and hence the need to find a voice of my own, based on listening to what the teacher and the social worker have to offer, as well as on everything set in motion within myself, as a researcher and as a teacher. These movements are what make possible the creation of a thought that goes through the core of the educational relationship, preventing the research experience to become a search for answers, and turning it instead into a way to continue thinking about the educational matter, about what it already is and how, as a result of this care, teaching processes bear fruit. The act of writing pedagogical scenes lets me visibilize and deepen into the sensitive care gesture, the required ambiance, into how the former holds —or breaks— the latter, and in the confrontations and interjections arising from it. The attentive look in the act of the conversation and in the playing spaces show some of the qualities —hospitality, acknowledgment, authority, consent, compassion, tone, touch, etc.— which favour the care of children. It all leads to an array of possibilities of being in regard to education that dismiss any discourse of the absolute; a perspective which imbues the whole research.
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Davis, Brian L. "Investigating the experience a case study of a science professional development program based on Kolb's experiential learning model /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-02242008-014259/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Christine Thomas, Mike Dias, committee members. Electronic text (122 p. ; ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 195-210).
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Marzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.
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Recent research in educational practice has identified and emphasized the value of connecting school curriculum to the personal experiences of the students; but to be effective, learners must possess a collection of baseline experiences the teacher can connect new learnings to. If the baseline experiences are lacking, the instructor could choose to create a classroom experience upon which to build additional learnings.
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Anderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.
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Saddington, James Anthony. "An evaluative study of a university course for professional adult educators using an experiential learning methodology." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/17031.
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Bibliography: pages 315-322.This study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students.
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McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
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Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagement—was the purpose of this qualitative study. The conceptual framework focused on student-centered learning and included Knowles’s theory of andragogy and Kolb’s experiential learning. The perceptions of 10 EFL teachers chosen through purposeful sampling and who regularly used technology in the classroom were gauged through structured interviews, direct observations, and document analysis. Emergent themes were extracted from the data through interpretive analysis. Results supported the fact that andragogic-based tasks with technology increased student engagement in the Japanese EFL university classroom by directly improving interaction between students and by stimulating communication and autonomous learning. The outcome of the study was a professional development program that was designed to provide better teacher training on facilitating technology-based lessons that engage learners and improve their language skills. Positive social change will result from providing better teacher training that focuses on facilitating technology-based lessons that engage Japanese university learners’ full potential and improve their language skills in more meaningful ways.
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Chrysostomou, Maria. "Primary teachers’ perceptions and attitudes on the status of experiential learning in outdoor language teaching in Cyprus." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95434.
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Outdoor education is considered to be a recent teaching approach and method in a general educational framework, which is related to learning through authentic places and different direct experiences. However, the learning process within the educational system in Cyprus is mainly based on traditional models of teaching. Despite that fact, a modified society established the necessity for a new educational curriculum, which was implemented in 2010. Thus, the current research is focused on a curriculum-related study on outdoor learning and teaching, based on experiential learning in primary schools in Cyprus. Specifically, the focal point is on teachers’ perceptions regarding the status of experiential learning within the Greek language curriculum and the possibilities of implementing outdoor language activities, in order to enhance students’ learning. Through a qualitative approach, this research included analysis of the data extracted from ten semi-structured synchronous online interviews with primary teachers. The data were analysed thematically and summarized in five themes related to the connections between outdoor learning, experiential learning and language teaching. In particular, the relevant findings demonstrated that experiential learning is mainly presented on a theoretical base through the language curriculum and that outdoor language activities, although they can enhance the implementation of more efficient lessons, are limited. The results reveal primary teachers’ basic knowledge on the field of outdoor education, as they additionally noted some important barriers of outdoor learning, such as time limitations, lack of support and the traditional way of thinking. Thus, they pointed out the necessity of applying significant changes that will support the new Greek language curriculum and its basic principles. Additionally, the teachers acknowledged several benefits of outdoor language teaching mainly related to the students’ personal and social development. The above findings contribute to the current limited scientific knowledge, concerning the practice of outdoor education in primary level in Cyprus. To conclude, the results of the specific study are focused on the perceptions of the ten participants, so they cannot be generalized. Therefore, further research on the related field would be important for a wider investigation of outdoor language learning within the Cypriot educational system.
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Edwards, Robert Lawrence. "A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.
Full textAbstract:
Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.
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McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
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James, Angela Antoinette. "How student teachers construct and use phronesis to enhance their professional development." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-182337.
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Holder, Polly Stewart Liston Delores D. "Different lattitudes, different attitudes educator narratives of a professional development in Honduras /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/aronica_m_gloster/gloster_aronica_m_200908_EDD.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Delores D. Liston, major professor; Grigory Dmitriyev, Hsiu-Lien Lu, David Alley, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.167-181).
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Ahrendse, Godfrey Charles Franklin John. "Learning to manage workplace stress as practiced by teachers at three under-resourced Western Cape High Schools." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4162_1265843877.
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The focus of the study is the teacher in the under-resourced schools in the townships of the Western Cape. The purpose is to discover how teachers learn to cope under adverse working conditions.
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Mukwambo, Muzwangowenyu. "Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001874.
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The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
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Lawson, Judith Pharr. "The transmission of craft knowledge: factors of influence on the process of reflection." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37862.
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The purpose of this case study was to explore and describe the process of reflection as it developed during a school year for one cooperating teacher engaged in the coaching process with two student teachers. My interest was driven by the need currently expressed by researchers (Munby, 1989; Russell, 1988; Schon, 1987; Shulman, 1987; Weiss & Louden, 1989) to extend our understanding of reflection to the work of individual teachers. Using Schon's (1983, 1987) account of reflection as the theoretical framework, this study describes the evolution of one teacher's reflective practice as it occurred within reflective interviews, dialogues with her student teachers, and during classroom instruction, tracing the development and changes that occurred in her perspective on her work before, during, and as a result of events of practice. Anomalies in that process--occasions typified by reversions to earlier stages of development--were examined, and factors of influence on her reflection, perceptions, and actions were determined.
This work establishes a general structure of the developmental reflective process of a cooperating teacher and identifies emergent patterns in the way she spoke of her work, interacted with her student teachers, and transmitted knowledge. Patterns of control, patterns in the way that problems were framed, and patterns of the use of metaphors in the language manifested themselves through the teacher's own words which captured her thinking, beliefs, and knowledge of practice. Factors that appeared to influence those patterns include (1) the constraints of time and of the school environment, (2) the cooperating teacher's own personal history and educational experiences, and (3) the cooperating teacher's participation in a clinical faculty project, a program for cooperating teachers that provided the opportunity for reflective interaction and guided teachers through the process of collaborative inquiry and joint experimentation.
This description may clarify the notion of reflection, and may help develop principles of good practice and more clear-cut strategies in the coaching process of students and cooperating teachers and in the continuing professional development of experienced teachers.Ed. D.
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Kenna, Joshua. "Teachers' Utilization of Field Trips: A Comparative Study." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6300.
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Field trips are visits to an out-of-school setting designed for educational and academic purposes whereby as a result students gain firsthand knowledge and experiences. Historically, it was the potential for student learning that motivated teachers to utilize field trips. However, there is reasonable suspicion among scholars today that teachers are utilizing field trips less since the start of the new millennia; the common reasons being cited among others include a slumping economy, an increase in accountability due to high-stakes testing, and rising fuel costs. Unfortunately, there is no empirical evidence that can confirm or deny this suspicion.
Therefore, the purpose of this survey research study is twofold. The first goal is to investigate what proportion of Florida K-12 public school teachers, within the field of social studies, science, mathematics, and language arts utilized a field trip during the 2012-13 academic school year; along with investigating the total number and frequency in which they used those field trips. The second goal is to identify if there were any significant differences in the number of field trips that those teachers utilized based on four independent variables (a) the grade level at which the teachers teach, (b) teachers' years of teaching experience, (c) the content focus of the field trips, and (d) whether teachers graduated from a teacher preparation program or not. The study utilized a non-experimental causal-comparative research design to conclude that there were some significant differences in the number of field trips teachers utilized as a result of two of the independent variables.Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education Track
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Brown, Evan. "A Case Study on the Impact That the Meet & Teach Program Has on Youth Through Experiential Learning." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1837.
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Millions of students continue to struggle academically throughout K-12, which can harm student access and retention in higher education. Also, with arts continually being removed throughout the K-12 education curricula, students have a lack of support toward enhancing their hidden talents and skillsets. This study describes the impact that the Meet & Teach program had on youth through experiential learning in relation to developing and enhancing their skillset in media arts. The two research questions that guide this study are: (a) How does the Meet & Teach program support skill development for higher education through experiential learning? (b) In what ways does experiential learning aid in increasing student’s interest in pursuing higher education? Data was collected from participants using pre and post-surveys, semi-structured interviews, focus groups, as well as filmed and photographed observations. Data indicate that the Meet & Teach program supports skill development for higher education by developing participants’ various skillsets. Data also indicated that experiential learning aids in increasing students’ interest in pursuing higher education by providing access to hands-on experiences in the media arts. Further research is needed to identify other aspects that could strengthen the effectiveness of future media arts programming.