Experience as knowledge: teacher belief and purpose as pedagogical content knowledge

Simple item page
dc.contributorAtkinson, Becky M.
dc.contributorJohnson, Latrise P.
dc.contributorWilson, Elizabeth K.
dc.contributor.advisorKuntz, Aaron M.
dc.contributor.advisorSunal, Cynthia S.
dc.contributor.authorHayes, Jeffrey
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:40:06Z
dc.date.available2017-03-01T17:40:06Z
dc.date.issued2016
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe literature reviewed in this study indicates that evaluating teacher belief and purpose as factors that can develop pedagogical content knowledge (PCK) may be useful in broadening the assessment of teacher knowledge. This broadening encompasses training through daily classroom teaching. Therefore, the purpose of this study is to contribute to a larger, ongoing conversation about the possible factors that contribute to a teacher’s PCK. Using phenomenology as a theoretical lens, this study explores how experience shapes and refines the PCK of five first year Secondary Education Language Arts teachers. Employing the qualitative measure of interviewing and transcription, followed by inductive analysis by marking passages and phrases of interest, this study illuminates the insight and questions that come from examining multiple individual experiences and how experience is important in evaluating teacher knowledge. The findings of this study suggest that continual research into expanding ideas about evaluating teacher knowledge and the methods for conducting teacher evaluations needs to be ongoing.en_US
dc.format.extent198 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002219
dc.identifier.otherHayes_alatus_0004D_12636
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2579
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation
dc.subjectSecondary education
dc.subjectLanguage arts
dc.titleExperience as knowledge: teacher belief and purpose as pedagogical content knowledgeen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
file_1.pdf
Size:
3.47 MB
Format:
Adobe Portable Document Format
Download
Collections
Theses and Dissertations
Theses and Dissertations - Department of Curriculum and Instruction