Cognitive Apprenticeship in Military Teacher Induction: Facilitating the Transition from War Fighter to Educator at the United States Air Force Academy

Autor/in	Swaim, Thomas T.
Titel	Cognitive Apprenticeship in Military Teacher Induction: Facilitating the Transition from War Fighter to Educator at the United States Air Force Academy
Quelle	(2013), (237 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Colorado at Colorado Springs
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-7630-3
Schlagwörter	Hochschulschrift; Dissertation; Apprenticeships; Military Schools; Military Training; Beginning Teacher Induction; Teacher Education; Undergraduate Students; Qualitative Research; Case Studies; Modeling (Psychology); Coaching (Performance); Scaffolding (Teaching Technique); Articulation (Education); Reflection; Teacher Orientation; Faculty Development; Learning Processes; Learning Theories; Observation; Interviews; Journal Writing; Colorado + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Apprenticeship; Lehre; Militärschule; Militärausbildung; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Case study; Fallstudie; Case Study; Modeling; Modelling; Modellierung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Learning process; Lernprozess; Learning theory; Lerntheorie; Beobachtung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz
Abstract	This qualitative research study examined teacher induction in the military undergraduate education context. The U.S. Air Force Academy relies on approximately 520 military and civilian instructors to educate nearly 4000 future military officers each year. It is imperative to our nation's security that these educators be highly skilled and unquestionably capable in their abilities to teach these graduates. Many of these instructors derive from highly technical active duty operational career fields (such as pilot, missile operator, etc.). This study reveals how Collins', Brown's, and Newman's (1989) theory of cognitive apprenticeship is manifested within teacher induction experiences at the U.S. Air Force Academy. Using a qualitative multiple-case study approach, this research integrated data from observations, interviews, and participant journals to reveal how the six methods of cognitive apprenticeship (modeling, coaching, scaffolding, articulating, reflecting, and exploring) are facilitated in the individual operator-to-educator transition experience. The ten findings from this study inform faculty orientation and faculty development policies and processes within the U.S. Air Force Academy and bear implications for civilian post-secondary educator induction processes as well. These findings are integrated in the "Military Educator Phased Growth Model", contributing to the wider body of research into teacher induction programs and cognitive learning theory. [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