Learning to Teach as Acculturation: A Case Study of Constructing a Professional Teaching Culture of Learner-Centered Pedagogy

Autor/in	Aponte Martinez, Gerardo Joel
Titel	Learning to Teach as Acculturation: A Case Study of Constructing a Professional Teaching Culture of Learner-Centered Pedagogy
Quelle	(2017), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7833-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Student Centered Learning; Nonprofit Organizations; Acculturation; Case Studies; Cultural Influences; Teacher Education; Teaching Methods; Models; Mentors; Progress Monitoring; Evaluation; Faculty Development; Dominican Republic; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Nonprofit-Organisation; Akkulturation; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Evaluierung; Dominikanische Republik; USA
Abstract	This study explores how a group of Dominican teachers build a professional teaching culture of learner-centered pedagogies by working with a U.S.-Dominican education non-profit organization, CREAR. First, this study uncovers the CREAR cultural logics--the knowledge and know how's characteristic of teaching--that shape CREAR teaching to define learner-centered pedagogies. Second, the study considers how the Dominican teachers' cultural logics about teaching interact in the process of learning to teach learner-centered pedagogies within CREAR, especially how their experiences prior to CREAR mediate how they make sense of, construct, and accept CREAR's professional teaching culture. Finally, this study considers how CREAR's pedagogies for learning to teach rely on both cognitively-rich and practice-based opportunities to learn, which embed teachers in the cultural logics advocated by CREAR. CREAR provides a space for sustained follow up through modeling, mentoring, and monitoring and evaluation. Through these, the teachers in CREAR go through a process of acculturation in their professional development over time, building important relationships that influence the process of learning to teach. This study ends with considerations of implications and recommendations for professional development practitioners and scholars regarding the acculturation process in learning to teach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01