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Transformative Learning and Teacher Beliefs : = A Comparative Study of International Teacher Experiences.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Transformative Learning and Teacher Beliefs :/
Reminder of title:	A Comparative Study of International Teacher Experiences.
Author:	Barnes, Valerie.
Description:	1 online resource (156 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-04.
Subject:	Cultural anthropology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355559477

Transformative Learning and Teacher Beliefs : = A Comparative Study of International Teacher Experiences.
Barnes, Valerie.

Transformative Learning and Teacher Beliefs :A Comparative Study of International Teacher Experiences. - 1 online resource (156 pages)

Source: Masters Abstracts International, Volume: 57-04.

Thesis (M.A.)--University of North Texas, 2017.

Includes bibliographical references

This project aims to explore the beliefs of international teachers regarding the students with whom they work, and the change in those beliefs over time. Participant observation, interviews, and questionnaires were used as tools of collection to address the following research questions: How did teachers' beliefs about students change over time? What variables were significantly associated with the rate of change in teacher beliefs about students? What types of challenges did teaches face while living and working in Thailand? Over the course of four months, I shadowed twenty-two U.S. teachers in thirteen different locations throughout Thailand. Participants were enrolled in an international teaching program in Thailand that provided a cultural orientation and teacher training. Participants were then assigned to teaching jobs throughout the country. Qualitative and quantitative data was analyzed using SPSS and NVivo software. This project contributes to the scholarship of teaching and learning, and anthropological and education research dedicated to exploring teachers' beliefs about students. Results of the study provide vital information about what variables or experiences may influence a critical analysis of beliefs among teachers working with students who they perceive as different from themselves. Due to some of the parallels between this study population and that of teachers in public schools within the United States, findings may also be applicable to preservice teacher training contexts that consider ways to help teachers critically reflect on their beliefs and worldviews in preparation for working with students whom they may perceive as different from themselves.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355559477Subjects--Topical Terms:

1179959
Cultural anthropology.
Index Terms--Genre/Form:

554714
Electronic books.

Transformative Learning and Teacher Beliefs : = A Comparative Study of International Teacher Experiences.
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245 1 0 $a Transformative Learning and Teacher Beliefs : $b A Comparative Study of International Teacher Experiences.
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500 $a Source: Masters Abstracts International, Volume: 57-04.
500 $a Adviser: Mariela Nunez-Janes.
502 $a Thesis (M.A.)--University of North Texas, 2017.
504 $a Includes bibliographical references
520 $a This project aims to explore the beliefs of international teachers regarding the students with whom they work, and the change in those beliefs over time. Participant observation, interviews, and questionnaires were used as tools of collection to address the following research questions: How did teachers' beliefs about students change over time? What variables were significantly associated with the rate of change in teacher beliefs about students? What types of challenges did teaches face while living and working in Thailand? Over the course of four months, I shadowed twenty-two U.S. teachers in thirteen different locations throughout Thailand. Participants were enrolled in an international teaching program in Thailand that provided a cultural orientation and teacher training. Participants were then assigned to teaching jobs throughout the country. Qualitative and quantitative data was analyzed using SPSS and NVivo software. This project contributes to the scholarship of teaching and learning, and anthropological and education research dedicated to exploring teachers' beliefs about students. Results of the study provide vital information about what variables or experiences may influence a critical analysis of beliefs among teachers working with students who they perceive as different from themselves. Due to some of the parallels between this study population and that of teachers in public schools within the United States, findings may also be applicable to preservice teacher training contexts that consider ways to help teachers critically reflect on their beliefs and worldviews in preparation for working with students whom they may perceive as different from themselves.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cultural anthropology. $3 1179959
650 4 $a Teacher education. $3 1148451
650 4 $a Bilingual education. $3 1148431
655 7 $a Electronic books. $2 local $3 554714
690 $a 0326
690 $a 0530
690 $a 0282
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of North Texas. $b Department of Anthropology. $3 1189200
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753810 $z click for full text (PQDT)