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Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers

(2013)
Author
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(UGent) and (UGent)
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Abstract
Four empirical studies contribute to the comprehensive understanding of teachers’ behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim is also to promote a teacher professional development approach that takes into account what teachers do, think, and feel. In this sense, experiential learning, social learning, and reflection are useful to influence not only the cognitive but also the affective domain, which has been traditionally neglected. The dissertation focuses on the quality of teachers’ questions and the question-answer classroom interaction. In the final chapter, a teacher professional development intervention was implemented and positive results were obtained at both teachers’ and pupils’ levels. The dissertation also contributes to the literature on instructional design by describing the process of designing, implementing, and evaluating an integral intervention in the context of developing countries.
Keywords
in-service teacher training, primary schools, inquiry-based science education, developing countries, instructional design, teacher beliefs, teacher questioning behaviour, teacher professional development, teacher cognitions

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Citation

Please use this url to cite or link to this publication:

Chicago
Lucero-Mareydt, Maria. 2013. “Considering Teacher Cognitions in Teacher Professional Development: Studies Involving Ecuadorian Primary School Teachers”. Ghent, Belgium: Department of Educational Studies.
APA
Lucero-Mareydt, M. (2013). Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers. Department of Educational Studies, Ghent, Belgium.
Vancouver
1.
Lucero-Mareydt M. Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers. [Ghent, Belgium]: Department of Educational Studies; 2013.
MLA
Lucero-Mareydt, Maria. “Considering Teacher Cognitions in Teacher Professional Development: Studies Involving Ecuadorian Primary School Teachers.” 2013 : n. pag. Print.
@phdthesis{4207990,
  abstract     = {Four empirical studies contribute to the comprehensive understanding of teachers{\textquoteright} behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim is also to promote a teacher professional development approach that takes into account what teachers do, think, and feel. In this sense, experiential learning, social learning, and reflection are useful to influence not only the cognitive but also the affective domain, which has been traditionally neglected. The dissertation focuses on the quality of teachers{\textquoteright} questions and the question-answer classroom interaction. In the final chapter, a teacher professional development intervention was implemented and positive results were obtained at both teachers{\textquoteright} and pupils{\textquoteright} levels. The dissertation also contributes to the literature on instructional design by describing the process of designing, implementing, and evaluating an integral intervention in the context of developing countries.},
  author       = {Lucero-Mareydt, Maria},
  keyword      = {in-service teacher training,primary schools,inquiry-based science education,developing countries,instructional design,teacher beliefs,teacher questioning behaviour,teacher professional development,teacher cognitions},
  language     = {eng},
  pages        = {183},
  publisher    = {Department of Educational Studies},
  school       = {Ghent University},
  title        = {Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers},
  year         = {2013},
}