University of Illinois Urbana-Champaign

Beginning preschool teachers' implicit theories: What they think behind their action

Li, Wei

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https://hdl.handle.net/2142/19196

Description

Title
Beginning preschool teachers' implicit theories: What they think behind their action
Author(s)
Li, Wei
Issue Date
1992
Doctoral Committee Chair(s)
Spodek, Bernard
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Early Childhood
  • Education, Curriculum and Instruction
Language
eng
Abstract
  • What teachers do is affected by what they think. It is believed that teachers hold implicit theories in their thinking in practice, which are not explicitly articulated in speech or writings, but can be elicited.
  • This study is a case study on two new preschool teachers' implicit theories. Through in-classroom observations and open-ended interviews, these two teachers' thinking in practice were elicited. The data were analyzed in relation to their teaching and their personal experiences. The teachers' implicit theories were presented in categorized statements respectively. It was found that these new teachers possessed a wide range of implicit theories on the domains of education, children, teaching, etc. And their beliefs were influenced by their past personal experiences. Implications on teacher education and development such as what should be taken into consideration from students' personal perspective, and how research methodologies served different functions in analyzing and shaping data were discussed.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19196
Copyright and License Information
Copyright 1992 Li, Wei

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