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Exploring The Ways New Faculty Form Beliefs About Teaching: A Basic Interpretive Study, Beth Ann White
Exploring The Ways New Faculty Form Beliefs About Teaching: A Basic Interpretive Study, Beth Ann White
Doctoral Dissertations
The purpose of this study was to examine the formation of beliefs about teaching held by faculty in their first three years of teaching in higher education classrooms and their perceptions of the ways those views may or may not have changed as they gain experience. This study followed a basic, interpretive approach with a sample of new faculty who explored the formation and enactment of their beliefs about teaching in higher education. Based on a thematic analysis of the interview data, three themes were identified as influencers of belief formation: modeling, teaching experience, and formal instruction. Changes in belief …
Development Of The Setis Instrument To Measure Teachers' Self-Efficacy To Teach Science In An Integrated Stem Framework, Monica Clutch Mobley
Development Of The Setis Instrument To Measure Teachers' Self-Efficacy To Teach Science In An Integrated Stem Framework, Monica Clutch Mobley
Doctoral Dissertations
Integrated STEM teaching and learning has gained increased attention in recent years as schools try to prepare students for 21st century careers. Goals of integrated STEM teaching are in alignment with goals of science education reform efforts as evident in recent document such as the Next Generation Science Standards (Achieve, Inc., 2013) and efforts are underway to encourage science instruction from within an integrated STEM framework. Teaching science content in an integrated STEM context is a complex act placing great cognitive and emotional demands on teachers, many of whom lack experience with this manner of teaching and may also …
The Impact Of Secondary Mathematics Methods Courses On Preservice Secondary Teachers’ Beliefs About The Learning And Teaching Of Mathematics, Ronald Gene Smith Ii
The Impact Of Secondary Mathematics Methods Courses On Preservice Secondary Teachers’ Beliefs About The Learning And Teaching Of Mathematics, Ronald Gene Smith Ii
Doctoral Dissertations
The Comprehensive Framework for Teacher Knowledge provides a model that describes an approach to the secondary mathematics methods course, as described by Robert Ronau and P. Mark Taylor. The model includes the orientation of preservice teachers toward mathematics and the teaching of mathematics, which includes the beliefs of the preservice teachers. The first questions deal with identifying the methods used in the methods course to address beliefs. The second set of questions deal with the effects of the methods course on the beliefs that preservice teachers hold on the learning and teaching of mathematics.
The study included 16 different universities …