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Supporting Teachers as Principled Innovators- [electronic resource]
![Supporting Teachers as Principled Innovators - [electronic resource]](/Users/Baul/Images/book.png)
Supporting Teachers as Principled Innovators- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101300
- ISBN
- 9798380110150
- DDC
- 371
- 저자명
- Rose, Pamela.
- 서명/저자
- Supporting Teachers as Principled Innovators - [electronic resource]
- 발행사항
- [S.l.]: : Arizona State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(188 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- 주기사항
- Advisor: Wylie, Ruth;Basile, Carole.
- 학위논문주기
- Thesis (Ed.D.)--Arizona State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This qualitative case study conducted in a higher education institution in Guyana aimed to address a need for more transformative approaches to professional learning and development given that accelerated transformation of the education system is required to meet the fast-paced national economic development. Through the lens of the Transformative Paradigm, Critical Pedagogy, and Transformative Learning Theory, this study explored four educators' perceptions of Principled Innovation Educators (PIE) workshops and their influence on educators' ability to (a) identify, (b) redefine problems in their educational practice, and (c) generate new ideas for problem-solving in their practice. Principled Innovation was used as a guiding framework for the workshops that were embedded in a research proposal course at the University of Guyana, a key provider of professional development for educators. In the four online PIE workshops, participants engaged with Principled Innovation. They used the generative and reflective questions on the Generative and Reflective Question Card Deck to work collaboratively, self-reflect, and make decisions related to identifying problems and generating ideas to address these problems during the problem identification stage of their research proposals. Triangulated data analysis from five data sets (pre-intervention focus group, field notes, journals, postintervention individual interview, and final reports) indicated that participants' perceptions aligned with mine as the researcher and facilitator in revealing that the PIE workshops were successful in creating an empowering professional learning environment that supported transformative learning for the study participants. Implications for practice and recommendations are discussed.
- 일반주제명
- Educational leadership.
- 일반주제명
- Education.
- 일반주제명
- Adult education.
- 기타저자
- Arizona State University Leadership and Innovation
- 기본자료저록
- Dissertations Abstracts International. 85-02A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101300
■006m o d
■007cr#unu||||||||
■020 ▼a9798380110150
■035 ▼a(MiAaPQ)AAI30531021
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aRose, Pamela.
■24510▼aSupporting Teachers as Principled Innovators▼h[electronic resource]
■260 ▼a[S.l.]:▼bArizona State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(188 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: A.
■500 ▼aAdvisor: Wylie, Ruth;Basile, Carole.
■5021 ▼aThesis (Ed.D.)--Arizona State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis qualitative case study conducted in a higher education institution in Guyana aimed to address a need for more transformative approaches to professional learning and development given that accelerated transformation of the education system is required to meet the fast-paced national economic development. Through the lens of the Transformative Paradigm, Critical Pedagogy, and Transformative Learning Theory, this study explored four educators' perceptions of Principled Innovation Educators (PIE) workshops and their influence on educators' ability to (a) identify, (b) redefine problems in their educational practice, and (c) generate new ideas for problem-solving in their practice. Principled Innovation was used as a guiding framework for the workshops that were embedded in a research proposal course at the University of Guyana, a key provider of professional development for educators. In the four online PIE workshops, participants engaged with Principled Innovation. They used the generative and reflective questions on the Generative and Reflective Question Card Deck to work collaboratively, self-reflect, and make decisions related to identifying problems and generating ideas to address these problems during the problem identification stage of their research proposals. Triangulated data analysis from five data sets (pre-intervention focus group, field notes, journals, postintervention individual interview, and final reports) indicated that participants' perceptions aligned with mine as the researcher and facilitator in revealing that the PIE workshops were successful in creating an empowering professional learning environment that supported transformative learning for the study participants. Implications for practice and recommendations are discussed.
■590 ▼aSchool code: 0010.
■650 4▼aEducational leadership.
■650 4▼aEducation.
■650 4▼aAdult education.
■653 ▼aPrincipled innovation
■653 ▼aProfessional development
■653 ▼aProfessional learning
■653 ▼aTeacher education
■653 ▼aTransformational learning
■690 ▼a0449
■690 ▼a0515
■690 ▼a0516
■71020▼aArizona State University▼bLeadership and Innovation.
■7730 ▼tDissertations Abstracts International▼g85-02A.
■773 ▼tDissertation Abstract International
■790 ▼a0010
■791 ▼aEd.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933544▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
