Search results for: Cherubini Lorenzo
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A Grounded Theory of New Aboriginal teachers' Perceptions: The Cultural Attributions of Medicine Wheel Teachings
The goal of this research was to examine new Aboriginal teachers' thoughts and experiences during their induction into the profession and to articulate a descriptive theory of these perceptions. This grounded theory study employed a volunteer and purposive sampling that included six new Aboriginal teacher participants. Analysis of the data resulted in a grounded theory of participants' experiences that were rooted in the cultural attributions of Medicine Wheel Teachings.
Updated: Jun. 18, 2011
A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. 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. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.
Updated: Jun. 29, 2010
Relationship Matters: Negotiating and Maintaining Partnerships in a Unique Teacher Education Program
Teacher education has evolved into a cooperative responsibility shared by universities and schools. This paper examines the relationship development, maintenance, and relational intricacies of a Canadian school-university partnership. Specifically, how the Faculty of Education at Brock University has built a conceptual bridge between the university, the partner districts, and the individual schools. Collectively, the partnership and the resulting preparation program within this collaborative venture provide an alternative model with important considerations for other universities and school systems that are interested in fostering effective partnerships.
Updated: Apr. 22, 2009
Exploring Prospective Teachers' Critical Thinking: Case-based Pedagogy and The Standards of Professional Practice
This qualitative constructivist research study examines how concurrent Education undergraduate students made sense of the complex dilemmas inherent in the cases and in particular, the factors that influenced their critical thinking processes. The article identifies three core categories that emerged in participants' critical reflections.
Updated: Mar. 26, 2009