상세정보
Export to Refworks부가기능
Chemistry Graduate Teaching Assistant Identity Development
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Chemistry Graduate Teaching Assistant Identity Development. |
| 개인저자 | Schroeder, Lianne. |
| 단체저자명 | University of Illinois at Chicago. Learning Sciences. |
| 발행사항 | [S.l.]: University of Illinois at Chicago., 2017. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2017. |
| 형태사항 | 224 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11A(E). Dissertation Abstract International |
| ISBN | 9780438118294 |
| 학위논문주기 | Thesis (Ph.D.)--University of Illinois at Chicago, 2017. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Donald Wink. |
| 요약 | This study was designed to better understand how new chemistry graduate students develop a teaching identity as GTAs. Utilizing two complementary conceptual frameworks, Wenger's Community of Practice and Wortham's Social Identification, this stu |
| 요약 | The two cases produced descriptions of teaching practice, learning environment factors that mediated the GTA teaching practices, and two different models of teaching identity. Data sources included interviews, journals, classroom observations, a |
| 요약 | Both GTAs began teaching with models of teaching identity drawn from their own experiences as students. In Case 1, the GTA's model of teaching identity was labeled as helper. In Case 2, the GTA's model of teaching identity was labeled as leader. |
| 일반주제명 | Higher education. Science education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
