Teachers as Hackers: Implications for 21st Century Teacher Education

Autor/in	Wizel, Maya
Titel	Teachers as Hackers: Implications for 21st Century Teacher Education
Quelle	(2017), (171 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Lesley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-9868-3
Schlagwörter	Hochschulschrift; Dissertation; Risk; Instructional Innovation; Public School Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Reflective Teaching; Teaching Methods; Teacher Characteristics; Teacher Collaboration; Teacher Role; Professional Identity; Teacher Education Programs; Teacher Student Relationship; Interviews; Qualitative Research; Questionnaires; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Risiko; Educational Innovation; Bildungsinnovation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Qualitative Forschung; Fragebogen; Master-Studiengang
Abstract	This qualitative study introduces a new framework for describing teachers who act innovatively in public schools--teachers as "hackers." It examines the characteristics and conditions under which teachers "hack" their classroom pedagogy to create disruptive innovation in the public education system and identify implications for teacher education. Participants were eight Massachusetts public school teachers aged 21 to 60 years with more than one year experience, and who worked in diverse K-12 schools and demonstrated pedagogic innovation. Data collection methods included questionnaires and qualitative interviews. The data were analyzed and coded into thematic groups. The results can serve as a north star for 21st century schooling. Results identify characteristics of innovative teachers as idealistic and passionate about education who use previous experiences and skills to inform their practice. Teachers who hack appreciated collaboration and had habits of reflection, adaptation, risk taking, and utilizing resources. Using the new term "hacking" as a framework can influence teachers' identity, roles, and preparation. The results offer recommendations on the structure and pedagogy of teacher education programs and stress the importance of spending time in diverse school settings and interacting with students and teachers early in the training process. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01