東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

The First Year: Development of Prese...

Addiego, Emily Spady.

Linked to FindBook

Google Book

Amazon

博客來

The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program./
Author:	Addiego, Emily Spady.
Description:	107 p.
Notes:	Source: Masters Abstracts International, Volume: 52-01.
Contained By:	Masters Abstracts International52-01(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1541198
ISBN:	9781303235290

The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program.
Addiego, Emily Spady.

The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. - 107 p.

Source: Masters Abstracts International, Volume: 52-01.

Thesis (M.A.)--Portland State University, 2013.

This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.

ISBN: 9781303235290Subjects--Topical Terms:

783747
Education, Teacher Training.

The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program.
LDR:02259nam a2200289 4500 001 1965127
005 20141020104630.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303235290
035 $a (MiAaPQ)AAI1541198
035 $a AAI1541198
040 $a MiAaPQ $c MiAaPQ
100 1 $a Addiego, Emily Spady. $3 2101742
245 1 4 $a The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program.
300 $a 107 p.
500 $a Source: Masters Abstracts International, Volume: 52-01.
500 $a Adviser: Susan Conrad.
502 $a Thesis (M.A.)--Portland State University, 2013.
520 $a This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.
590 $a School code: 0180.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, Linguistics. $3 1018079
690 $a 0530
690 $a 0441
690 $a 0290
710 2 $a Portland State University. $b Applied Linguistics (TESOL). $3 1678783
773 0 $t Masters Abstracts International $g 52-01(E).
790 $a 0180
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1541198