| 1 |
Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
|
|
In: Perspektive Praxis ; 236 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Reducing the food stealing and pica of a young adult with multiple disabilities in respite care.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Exploring Learner-Centeredness Within an American Sign Language/English Interpreter Training Program
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Sprachlicher Bedarf von Personen mit Deutsch als Zweitsprache in Betrieben: Expertise
|
|
|
|
In: 73 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Novice teachers and knowledge acquisition: Reminiscent reflections of experienced teachers.
|
|
|
|
Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 320 p. ; This qualitative case study explores how novice teachers acquire task-based knowledge. The narratives of 18 experienced K-6 teachers include their reflections about the dynamics of knowledge acquisition and conversion. In-depth semistructured interviews were used to collect data. Participants were asked to reflect on their pathways of knowledge acquisition as they evolved from novice to experienced teachers.The conceptual framework of this study includes the Dreyfus and Dreyfus taxonomy and the four types of knowledge conversion of Nonaka and Tacheuchi. These frameworks were used to examine the developmental stages and knowledge dynamics of these experienced teachers as they acquired their task-based knowledge. This study examined differences and similarities regarding knowledge transfer, and data were interpreted according to these research frameworks. The data were analyzed by drawing out significant issues from the participants. The major themes were categorized and linkages to the above frameworks were suggested.Three findings emerged in this study: the processes of the participants' knowledge acquisition when in the novice period, the cultural contexts that affected their knowledge creation processes, and the specific pathways through which the participants transferred their knowledge. Based on these findings, existing models were modified based on descriptions of the participants' experiences with knowledge acquisition and conversion. The first thematic finding revealed the procedures the participants used to acquire their task-based knowledge when they were novices. This thematic finding also presents the developmental stages of the participants. The second finding shows catalysts and barriers that affected the participants' knowledge transfer through their cultural elements: institutional culture, teacher dispositions, and nature of teacher tasks. The third finding is responsive to the specific pathways of the participants' knowledge acquisition.This study offers a model of how teachers construct their knowledge. Key emergent issues are the several phases of teacher knowledge and SECI dynamics of teacher knowledge. The study concludes with implications and suggestions for research and practice based on the participants' narratives.
|
|
Keyword:
Adult and Continuing; Education; Elementary school teachers United States; Teacher Training
|
|
URL: http://commons.lib.niu.edu/handle/10843/11803
http://hdl.handle.net/10843/11803
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
How classroom teachers conceptualize continuing professional development: Emergence of a practice-based participation model.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
A phenomenology of emergent meaning from dialectical questioning and answering in adult learning: Western and Chinese perspectives.
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
