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ERIC Number: ED364878
Record Type: Non-Journal
Publication Date: 1993-Dec-1
Pages: 24
Abstractor: N/A
Reference Count: N/A
Teacher in Transition: A Case Study of the Change Process from Skills-Based to Whole Language Teaching. Research in Progress.
Mahurt, Sarah F.
A case study examined the decision-making process that impelled a teacher to change her literacy instructional practices and the change process she went through when adopting new practices. The teacher (who has taught first grade for 5 years at an elementary school in a large Caribbean island school district) volunteered to try whole language approaches. Data included field notes of classroom observations, lesson plans and students' work for the last 2 years, and interviews with teachers and administrators. Data were analyzed within the hermeneutic phenomenological framework. Preliminary results indicated that: (1) the teacher began teaching using the principles learned in her college courses, including ability grouping and basal reading; (2) after teaching 3 years, she volunteered to try to teach using whole language methods because she was uncomfortable with her teaching; (3) the teacher's uncertainty about her change process arose from the frustrations encountered while making change and from the mixed messages she received from administrators; (4) during the second year of change, the teacher's confidence increased as she decided to let students be more responsible, attempted to get parents more involved, and became more involved in meeting with other faculty members; and (5) the teacher's beliefs are ahead of her classroom practices--little observational evidence exists to show that she is becoming more of a facilitator in the classroom. Further interviews and data analysis may shed light on the areas where practice has not followed stated beliefs. (Contains 14 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A