Alexandria Digital Research Library

The Development of Preservice English Teacher Beliefs about Literacy, Teaching, and Students

Author:
Simon, Kelly R.
Degree Grantor:
University of California, Santa Barbara. Education
Degree Supervisor:
Carol Dixon and Charles Bazerman
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2012
Issued Date:
2012
Topics:
Education, Language and Literature, Education, Teacher Training, Education, Educational Psychology, and Education, Secondary
Keywords:
Teacher Cognition
Beliefs
Vygotsky
Professional Development
Preservice Teachers
Genres:
Dissertations, Academic and Online resources
Dissertation:
Ph.D.--University of California, Santa Barbara, 2012
Description:

The development of preservice teacher beliefs is a complicated, non-linear process. It has been suggested that preservice teacher beliefs are highly impacted by their past histories as students, and that these beliefs act as a filter for interpreting the coursework and ideas in their teacher education programs. Understanding the way preservice teachers form beliefs can give insight into the choices teachers enact in practice. This dissertation considers the processes by which a cohort of 12 preservice English teachers formed beliefs about literacy, teaching, and learning in a 13-month professional program. The study traces the belief development of the research participants and identifies opportunities within the teacher education program that promoted nuances in perspectives related to literacy, teaching, and learning. Grounded theory was used to code and interpret the ethnographic data collected in six courses. Data included in-class discourse, reflective writing, online forum posts, and high stakes writing assignments staggered throughout the program. Analysis of this data indicated that when candidates integrated experiential evidencing and theoretical referencing into their written and spoken discourse, their beliefs were more nuanced. The findings also indicated that while candidates entered with pre-existing beliefs, these beliefs did not necessarily change, but instead developed within given contexts. This study therefore suggests a fresh way of framing forthcoming research on teacher beliefs, not as constructs that are static or in need of changing, but instead as resources that candidates draw from in relation to certain contexts and opportunities.

Physical Description:
1 online resource (300 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f39021q5
ISBN:
9781267768315
Catalog System Number:
990039148210203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Kelly Simon
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