Literaturnachweis - Detailanzeige
Autor/inn/en | Chen, Li-Ming; Wu, Pi-Ju; Cheng, Ying-Yao; Hsueh, Hsiu-I |
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Titel | A Qualitative Inquiry of Wisdom Development: Educators' Perspectives |
Quelle | In: International Journal of Aging and Human Development, 72 (2011) 3, S.171-187 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0091-4150 |
Schlagwörter | Foreign Countries; Grounded Theory; Qualitative Research; Inquiry; Data Analysis; Cognitive Processes; Emotional Intelligence; Self Motivation; Social Cognition; Heuristics; Lifelong Learning; Metacognition; Cultural Context; Delphi Technique; School Personnel; Theory Practice Relationship; World Views; Taiwan Ausland; Qualitative Forschung; Auswertung; Cognitive process; Kognitiver Prozess; Emotionale Intelligenz; Soziale Kognition; Heuristik; Life-long learning; Lebenslanges Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Delphi-Methode; Schulpersonal; Theorie-Praxis-Beziehung; World view; Weltanschauung |
Abstract | This study draws on the perspectives of educators to explore the factors and processes underlying wisdom development. We interviewed 25 wise Taiwanese nominees and used a grounded theory method to analyze the qualitative data. The wise nominees mentioned eight facilitative factors, including work experiences, life experiences, social interactions, observations, family teachings, professional development, religion, and reading. The process of wisdom development involves facilitative conditions, inner assimilation and adjustment, transformations of actual actions, and feedback from the results of actions. Findings are discussed in relation to relevant theory and research. (Contains 1 figure and 1 table.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |