Teachers' perceptions of their own learning : an exploration of biology teachers' sense-making /
The purpose of this inquiry was to explore teachers'
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
1996.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739653331&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this inquiry was to explore teachers' perceptions of their personal sense-making as they participated in a summer institute. Sense-making included the actions and processes used in integrating new knowledge into previous understandings. Specifically, the question was "How do biology teachers, participating in a teacher development program, describe their personal sense-making?". Professional development involves the participant in challenging content and pedagogical practices. Social cognitive theory offers some explanations which would assist in analyzing teachers' descriptions of their personal sense- making in professional development. Bandura assumed that behavior, cognition and environmental factors play an interacting role in learning of which sense-making is a part. Outcome expectations, one of the constructs proposed by Bandura, provides a framework for perceptions about relationships between actions, behaviors and outcomes. This would suppose that teachers' previous experiences in successful situations would predict future selections of sense-making processes. These existing sense-making processes act as a framework for how new content and pedagogies are approached. Participants were ten teachers from the biology teachers attending the Biotechnology Teacher Enhancement Program Summer Institute. Journal records and formal and informal interviews along with the institute materials, were examined using qualitative methods. Themes emerging from the data included a voiced expectation of challenging material, connections to personal understandings and interactions with other professionals along with various ways to make sense. Teachers' descriptions of their ways of sensemaking revealed very traditional patterns of note- taking, hands-on activities and questioning. Sense-making, in the context of a biotechnology summer institute, reflects accepted and traditional practices of the classroom. The teachers were comfortable with the presentation and acceptance of science knowledge. Teachers in this inquiry perceived intense workshops with demanding schedules as ways for them to acquire new skills and knowledge. The acquisition of new skills and knowledge were their goals in this inquiry , not changes in practice. Teacher developers should explore the goals of teachers as they participate in development programs. |
|---|---|
| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | ix, 174 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 144-152. |