Search results for: Theories
Page 7/9 87 items
This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.
Updated: Oct. 19, 2009
In this article, the authors discuss what it means to be a professional teacher with practical wisdom. Furthermore, they discuss how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model.
Updated: Jul. 20, 2009
In this paper, the authors investigate and critique education and teacher education as disciplines against the backdrop of teaching as a form of human flourishing connected to the virtue of eudaimonia, a kind of happiness.
Updated: Jul. 20, 2009
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Updated: Jul. 20, 2009
Diminishing the Divisions Among Us: Reading and Writing Across Difference in Theory and Method in the Sociology of Education
Evidenced in several now classic reviews of the field, much has been made of theoretical and methodological 'difference' with regard to research in the sociology of education. Such renditions often constitute important intellectual contributions. However, the authors' goal is to provide a framework reflective from inclusive reading of theory and methods that are now widely understood to characterize the field.
Updated: Jul. 02, 2009
This paper examines individuals' computing adoption processes through the lenses of three adoption theories: Rogers's innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Therefore, the question this paper seeks to understand is this: Can any one of these theories (or a combination of theories) bring meaning and understanding to why an individual chooses to adopt or reject a particular innovation (and in particular a technology-based innovation)?
Updated: Jul. 01, 2009
Festinger's classical social comparison theory deals with individuals' need to have accurate appraisals of their abilities and opinions. At the end of the 1970s and the early 1980s, however, researchers proposed that social comparison is not limited to self-evaluation. The paper reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison.
Updated: Mar. 04, 2009
Applying Self-Determination Theory To Understand The Motivation For Becoming A Physical Education Teacher
This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. 324 Physical education pre-service teachers completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation.
Updated: Jan. 15, 2009
This paper examines the characteristics of the thinking skill the authors call “melioration” i.e., the competence to borrow a concept from a field of knowledge supposedly far removed from his or her domain, and adapt it to a pressing challenge in an area of personal knowledge or interest. This paper relates melioration to existing theories of intelligence, taking the position that human cognitive/intellectual functioning is in part the ability to learn or think in the framework of familiar systemic concepts, and in part the ability to learn or think with new systemic concepts that are then available for future application.
Updated: Jan. 12, 2009
This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation.
Updated: Jan. 07, 2009