Literaturnachweis - Detailanzeige
| Autor/in | Scullen, Julianne H. |
|---|---|
| Titel | Literature and Dialogism: The Impact of a Teacher Book Club on Teacher Disposition and Self-Efficacy |
| Quelle | (2023), (176 Seiten)
PDF als Volltext Ed.D. Dissertation, Judson University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-0868-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Books; Clubs; Teacher Participation; Teacher Effectiveness; Teacher Attitudes; Self Efficacy; Barriers; Intervention; Program Effectiveness; Dialogs (Language) |
| Abstract | Building upon the work of social constructivists Vygotsky (1978) and Bakhtin (1981) and their work in dialogic instruction, as well as the self-efficacy theory put forth by Bandura (1977), this study sought to answer these questions: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? How does teacher participation in a book club influence teacher efficacy regarding the implementation of dialogic practice? Using case study research based on semi-structured interviews, book club transcripts, and participant reflective journal entries, changes in disposition toward dialogism and efficacy in dialogic classroom practice were explored. The book club itself served as an intervention and provided teachers with opportunities to experience what students are asked to do within a dialogic classroom. Study data revealed common barriers teachers perceived to implementing dialogic practice (need for control and structure, student behaviors, low expectations, and teacher readership), even while recognizing its value. Study results indicated a change in teacher disposition and practice established within the book club intervention, and an analysis of study data provides empirical evidence that teacher self-efficacy was positively impacted. While initially skeptical and hesitant to implement dialogic practice, through the book club intervention, participants ultimately saw themselves as capable and efficacious. Dialogic practice was prioritized and overcoming likely barriers became more manageable. Qualitative study data showed participants encouraged greater student autonomy within classroom discussion, raised expectations of students, reported renewed participant enthusiasm for readership, grew in enthusiasm to engage students in dialogic discussion, and shifted practice. The findings of this study point to a broad set of assertions that have implications for teachers, administrators, and teacher-educators supporting dialogic instruction in middle school classrooms. [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 | 2024/1/01 |
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