ERIC Number: ED247005
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
An Analysis of One Early Childhood Teacher's Beliefs about the Events of Her Classroom.
Myers, Barbara Kimes
This report summarizes a case study that used participant observation and interviews to investigate an exemplary second-grade teacher's beliefs about events relating to her classroom. Resources for planning and interpreting study results included the works of Kelly, Merleau-Ponty, Stake, Freire, and Glidewell. Data were collected in three phases: (1) an extended interview with the teacher; (2) 8 weeks of classroom observations, followed by interviews; and (3) 2 weeks of informal talks and intensive participant observation in the classroom. Four general categories of teacher beliefs emerged from the data; these respectively concerned becoming and being a teacher, children, parents, and curriculum. A general theme present in the data was the teacher's conceptualization of the"enterprise," or her viewing herself as part of a group of persons sharing an investment in the school. Issues relating to purpose, support, and power were evident in her conceptualizations of both the enterprise and her own classroom. Resolution of these issues was facilitated by the teacher's valuing being comfortable, avoiding conflict, and adhering to an authority model. Finally, it was suggested that, for a teacher to thrive in a school as the subject did, there needs to be congruency between the teacher's conception of the classroom and the enterprise. (CB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).