Faculty of Education - Theses

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End date: 2008 × Start date: 2000 × Subject: Attitudes × Subject: Teachers ×

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    Secondary art teachers' perceptions of a regional art gallery
    Sutterby, Catherine J ( 2004)
    This study examines the view of five teachers in relation to their use of a regional gallery within their art program. Using qualitative inquiry, the study focuses on interviews with the gallery educator and five secondary teachers within the region. The key purpose of the study is to identify the value and reasons why teachers incorporate gallery visits into their teaching program.
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    Interpreting thinking routines : identifying and encouraging thoughtful action
    Nugent, Paul Edward ( 2008)
    This research explains how thinking routines encourage thoughtful actions in middle school students. Thinking routines involve doing significant things with knowledge. The regular use of thinking routines assists students individually and collectively, to experience patterns of inquiry. Using these routines in the classroom invites students to explore and manage their thoughtful actions. The method of this study used action research to extend knowledge of dispositions found in the literature. Dispositions are acquired patterns of behavior. Therefore, being strategic in your thinking is under one's control, as opposed to being automatically activated. Dispositions were renamed learning attitudes. Attitude is closely associated with behavior and control over what one does. A learning attitude is more easily identifiable within a student's. personal lexicon. An iterative sequence was then used to analyze and report on key words which represented learning attitudes found in student work. Distinctive features were interpreted by the researcher to emerge from this sequence grounded in work samples. Understanding these distinctive features empowers teachers to make constructive judgements. Without good judgement it is difficult to encourage thoughtful and reflective actions. Reflective thinking enables us to act in a deliberate and intentional manner. Deliberate actions provide power of control over knowledge.
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    Concerns of preservice teachers and how they cope
    Klap, Johanne ( 2000)
    Preservice teachers (n=107) at the completion of their teacher training at The University of Melbourne, Victoria, Australia were surveyed in order to identify what their main teaching concerns were and their method of coping with these concerns. The sample completed the Trainee Teacher Concern Scale and the Coping Scale for Adults. Although similar concerns to previous literature were identified the main concern experienced was 'being assessed or evaluated by supervisors and co-operating teachers'. Preservice teachers' coping strategies and styles were also measured in relation to their concerns. The results are interpreted in the context of how teacher trainees with particular concerns tend to use particular styles or strategies of coping. The conclusion presents some options and solutions to teacher educators and employers for improving the coping capabilities of prospective teachers.