publication . Doctoral thesis . 2013

Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers

Lucero-Mareydt, Maria;
Open Access English
  • Published: 01 Jan 2013
  • Publisher: Department of Educational Studies
Abstract
Four empirical studies contribute to the comprehensive understanding of teachers’ behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim is also to promote a teacher professional development approach that takes into account what teachers do, think, and feel. In this sense, experiential learning, social learning, and reflection are useful to influence not only the cognitive but also the affective domain, which has been traditionally neglected. The dissertation focuses on the quality of teachers’ questions and the question-answer classroom interaction. In the final chapter, a teacher professional ...
Subjects
acm: ComputingMilieux_COMPUTERSANDEDUCATION
free text keywords: teacher beliefs, teacher cognitions, developing countries, Social Sciences, primary schools, teacher questioning behaviour, in-service teacher training, teacher professional development, instructional design, inquiry-based science education
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