Educating for teacher growth: A cognitive developmental perspective

Sprinthall, Norman A.; Thies-Sprinthall, Lois

doi:10.1080/00405848009542913

Cited by 21 publications

(19 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although there was little change in this student's participation throughout the conference she, and other students like her, serve an important role in generating the disequilibrium that may prompt growth in less mature individuals (Berkowitz, Oser, & Althof, 1987;Sprinthall & Thies-Sprinthall, 1980). This initial analysis suggests that conferencing activities can provide insight into the relationship between students' awareness of their own and others' taken-for-granted assumptions and their development.…”

Section: Relationship Between Development and Tukenfor-granted Assumptionsmentioning

confidence: 94%

“…In addition, conferencing provides a non-threatening avenue for holding one another accountable for choices and decisions as well as time to reflect on and discuss the ways problems are framed and how that framing is reflected in the solutions generated (Galegher, Kraut, & Egido, 1990;Harrington, 1993;Rapaport, 1991;Schiin, 1979;Sproull 8c Kiesler, 1991). All of these goals are difficult to achieve in the regular classrooms and yet they provide the necessary scaffolding for the development of critical reflection (Habermas, 1984;Kurfiss, 1983;Mead, 1934;Perry, 1970;Rest, 1986;Selman, 1980;Sprinthall & Thies-Sprinthall, 1980).…”

Section: Computer Conferencing and Criticul Reflectionmentioning

confidence: 99%

See 1 more Smart Citation

Computer conferencing, critical reflection, and teacher development

Harrington

Hathaway

1994

Teaching and Teacher Education

View full text Add to dashboard Cite

The development of critical reflection in teachers is an issue of concern to teacher educators. Finding ways to foster that development becomes increasingly important as the schools continue to change with unprecedented rapidity. This paper reports the results of study that looked at whether computer conferencing could be used to help students of teaching become more aware of taken-for-granted assumptions ~ a crucial aspect of critical reflection. The following two questions guided our study. First, do conferencing activities generate opportunities for the identification and discussion of taken-for-granted assumptions and, if so, what types of assumptions? Second, do conferencing activities provide insight into the relationship between student development and the ability to identify and clarify taken-for-granted assumptions?

show abstract

Section: Relationship Between Development and Tukenfor-granted Assumptionsmentioning

confidence: 94%

Section: Computer Conferencing and Criticul Reflectionmentioning

confidence: 99%

Computer conferencing, critical reflection, and teacher development

Harrington

Hathaway

1994

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…Classroom problem-solving fluency has been correlated with successful classroom management of beginning teachers in Georgia (Riley, 1980). Ego development has been correlated with teacher flexibility and sensitivity to students (Oja & Sprinthall, 1978;Sprinthall & Thies-Sprinthall, 1980).…”

mentioning

confidence: 99%

A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving

Glickman¹,

Tamashiro

1982

Psychol. Schs.

130

View full text Add to dashboard Cite

Differences in first-year (N=50), fifth-year (N=49) and former ( N = 3 0 ) teachers on measures of efficacy, ego development, and problem solving were analyzed. The three groups were graduates from the same university who responded to a written survey. ANOVA was used for each variable across all groups, with an alpha level of .05, and the Schefle multiple range test was used to determine significance between groups. On measures of efficacy and ego development, both first-year and fifth-year teachers scored significantly higher than former teachers, but did not differ from each other. There were no significant differences among the groups on the measure of problem solving.

show abstract

“…Many psychologists see motivation as the composing of need, action, and goal. In the educational area, motivation never operates in isolation because motivation, learning, and perception are in a constant state of interaction, each affecting and being affected by the other two [5]. In general, motivation is a kind of internal and external drive that stimulates a person to perform a course of intended actions.…”

Section: Definitions Of Motivationmentioning

confidence: 99%

Crucial Factors that Affect Vietnamese Undergraduate Students' Motivation in Learning English as a Foreign Language

Dung¹

2020

ujer

View full text Add to dashboard Cite

The paper aims to address the significant factors that affect the motivation to acquire English language skills of Vietnamese undergraduate students. This descriptive research study is mainly based on the survey using both questionnaires and interviews, conducted with 288 students at the Department of English Language of Hong Bang International University in Ho Chi Minh City. The findings show that both intrinsic and extrinsic factors play obvious impacts on the student's learning motivation, behavior, and performance. The major extrinsic factors include the teacher's role, the course atmosphere, the learning environment, the expectations from students' parents, the rates of incomes revealed in the job market, and the socio-educational environment. The intrinsic factors mainly include student's language competency, student's type of personality, and personal interests. Based on the findings of the study, the paper also proposes necessary implications to enhance the students' motivation of learning, aiming for increasing their success in the study program. In theoretical aspects, the study highlights the role of culture in shaping the student's motivation of learning. The study also attempts to differentiate types of learning motivation in terms of their time span, such as short-term, long-term, and lifelong motivation.

show abstract

Educating for teacher growth: A cognitive developmental perspective

Cited by 21 publications

References 10 publications

Computer conferencing, critical reflection, and teacher development

Computer conferencing, critical reflection, and teacher development

A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving

Crucial Factors that Affect Vietnamese Undergraduate Students' Motivation in Learning English as a Foreign Language

Contact Info

Product

Resources

About