Literaturnachweis - Detailanzeige
| Autor/in | Montgomery, Cherice Michelle |
|---|---|
| Titel | An Eclectic Deliberation on One Professional Development Institute: A Designer Reflects |
| Quelle | (2009), (646 Seiten)
PDF als Volltext Ph.D. Dissertation, Michigan State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1094-1692-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Video Technology; Elementary Secondary Education; Program Effectiveness; Second Language Instruction; Qualitative Research; Language Teachers; College Faculty; Faculty Development; Inservice Teacher Education; Teacher Surveys; Pretests Posttests; Course Evaluation; Multimedia Materials; Educational Environment; Learning Processes; Teacher Attitudes; Institutes (Training Programs) |
| Abstract | The contexts in which language teaching and learning occurs have changed significantly in the last decade. The challenges and opportunities inherent in these shifting contexts necessitate substantive changes in the typical practice of many world language educators. However, the "explain, train, and maintain" approaches commonly used in professional development do not adequately develop the creative skills educators need in order to successfully or responsively innovate within their local contexts. Furthermore, relationships among pedagogical interventions and teacher learning are not well understood. This qualitative study drew on design-based research perspectives and multiple theoretical lenses to explore how 21 world language educators working in K-12 and higher education experienced an eight-day professional development institute that was co-facilitated by the researcher. Data sources included institute artifacts; field notes from informal telephone conversations with participants; pre-, post-, and follow-up surveys; a post-institute evaluation report; and digital videotapes. Findings contribute theoretical insights about tensions in pedagogical strategies that support and constrain participants' learning. They highlight the influence of attention, personal relevance, prior knowledge, multimedia, and social interaction on the creative processes of learning. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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