A Study of High School Veteran Teachers Who Have Changed Instructional Paradigms to Embrace Digital Tools: Framed within Adult Learning Theory

Autor/in	Fong, Donna
Titel	A Study of High School Veteran Teachers Who Have Changed Instructional Paradigms to Embrace Digital Tools: Framed within Adult Learning Theory
Quelle	(2013), (227 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-9858-1
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; High Schools; Experienced Teachers; Teaching Methods; Educational Practices; Educational Change; Attitude Change; Teacher Role; Instructional Innovation; Technological Literacy; Adult Learning; Teacher Attitudes; Expectation; Social Support Groups; Technology Integration; Learning Theories; Phenomenology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Bildungsreform; Attitudinal change; Einstellungsänderung; Lehrerrolle; Educational Innovation; Bildungsinnovation; Technisches Wissen; Adulte education; Adult training; Erwachsenenbildung; Lehrerverhalten; Expectancy; Erwartung; Social support; Soziale Unterstützung; Learning theory; Lerntheorie; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	The purpose of this phenomenological inquiry was to investigate the lived experiences of high school veteran teachers who transformed their teaching methods from traditional 20th century instructional practices to facilitating their students in developing 21st century skills. Interviews with the seven participants were analyzed in order to understand the essence of their experiences (Lincoln & Guba, 1985; Moustakas, 1994). The researcher concluded that the participants' beliefs and expectations, regarding their role as a teacher, were critical to their commitment to change their instructional paradigm. In addition, they required support from others, such as colleagues, supervisors, and technicians, to successfully transition to 21st century pedagogy with digital tool integration. These teachers' transformation of instructional practices was consistent with the components described in Mezirow's (1991) transformative learning theory. Implications for practice included recommendations for teacher training methods, with regard to utilizing digital tools in the classroom, and appropriate on-site support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01