A Grounded Theory of Prospective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching

Autor/in	Cherubini, Lorenzo
Titel	A Grounded Theory of Prospective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
Quelle	In: Teacher Educator, 45 (2010) 2, S.96-117 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Grounded Theory; Foreign Countries; Metacognition; Cognitive Processes; Reflection; Longitudinal Studies; Case Studies; Student Journals; Cohort Analysis; Preservice Teachers; Educational Practices; Standards; Content Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Studentenzeitung; Kohortenanalyse; Bildungspraxis; Standard; Inhaltsanalyse; Kanada
Abstract	This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. A grounded theory analysis was applied to 3,800 reflection logs. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession (Ontario College of Teachers, 2006). The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards. The article discusses the implications, from a teacher-educator perspective, of participants' unchallenged acceptance of the facticity and legitimacy of the Standards of Practice for the Teaching Profession as codified and institutional constructs. (Contains 2 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10