ERIC Number: ED228193
Record Type: RIE
Publication Date: 1983-Jan
Reference Count: 0
Justification in Teacher Thinking: An Analysis of Interview Data.
Evaluated in this study are 20 elementary school teachers' responses to a categorical statement concerning teacher decision-making. The statement used was: "Teaching depends on dividing the school day into chunks of time for each separate subject-matter area." Using the results, the way the 20 teachers talked is described and analyzed, teaching philosophy is explored, and the question of what characterizes professional thinking in teachers is raised. A distinction, based on differing teacher responses in form and content, is drawn between the self-oriented and role-oriented teacher. It was found that role-oriented teachers in this study saw themselves within a larger picture in which colleagues, the curriculum, and accountability figure in some fashion; whereas, self-oriented teachers are seen as being more concerned with actions, feelings, and current classroom realities. The implications of these findings for understanding the professional thinking of teachers are also given consideration. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.