From Reflective Practice to Practical Wisdom: A Phenomenological Study of Preservice Teachers' Educational Growth in a Method Course
Eryaman, Mustafa Yunus
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https://hdl.handle.net/2142/79936
Description
Title
From Reflective Practice to Practical Wisdom: A Phenomenological Study of Preservice Teachers' Educational Growth in a Method Course
Author(s)
Eryaman, Mustafa Yunus
Issue Date
2006
Doctoral Committee Chair(s)
Mark Dressman
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, Teacher Training
Language
eng
Abstract
"The purpose of this qualitative interpretive study was to explore how a middle school English method course affected pre-service teachers' understanding and perception of notions of ""practice"" and ""good teaching"" by using the theoretical and methodological principles of hermeneutic phenomenology and practical philosophy. It was central to this research study to explore the process of educational ""change"" and ""growth"" in preservice teachers' understandings overtime through deliberation, dialogue, and performance in method courses. Theories of philosophical hermeneutics, phenomenology, and practical wisdom by Dewey (1933), Habermas (1973), Gadamer (1975), van Marten (1990), Higgins (2001), Eisner (2002), and Schwandt (2002) guided this study. Theoretical and methodological principles of phenomenology were employed to analyze the data. Phenomenology is one of the interpretive traditions in which qualitative research has been grounded because of the basic propositions that this theory offers to the study of lived experience. Field notes, interviews, journals, autobiographies, and orally told stories are all methods of phenomenology. Collecting and generating the data in this study provided material for a phenomenological interpretation of events in the course."
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