A meta-study of teaching practitioner's conceptions of their work

Loading...
Thumbnail Image

Persistent link to this item

Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

A meta-study of teaching practitioner's conceptions of their work

Published Date

2014-12

Publisher

Type

Thesis or Dissertation

Abstract

It has been posited that meaning making around occupation both fuels pursuit, and guides vocational development as conceptions form. This dissertation investigates post-secondary teaching professionals conceptions of their vocation with the goal of highlighting possible occupational developmental pathways. Through a meta-study of several phenomenographys a holistic view of the profession emerged. Utilizing existing findings from twelve contributing phenomenographic studies, sixty-one categories of description were gathered. These past findings provided the underpinning work conceptions of post secondary teaching professionals. These categories upon deconstruction into conceptions reveal different ways teaching practitioners could understand their vocation. Through an iterative process patterns of work meaning were sought by deconstructing, interpreting and synthesizing. A dynamic activity context of the vocation of post-secondary teaching emerged.Patterns of interaction appear to link with the professional's teaching intention. This suggests that interactions can be a dynamic meditational tool utilized for promoting learning, yet flexible to support teaching practices in often changing circumstances.

Description

University of Minnesota Ph.D. dissertation. December 2014. Major: Organizational Leadership, Policy, and Development. Advisor: Dr. Rosemarie Park. 1 computer file (PDF); ix, 125 pages, appendices p. 110-125.

Related to

Replaces

License

Collections

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Suggested citation

Conroy, Anne L.. (2014). A meta-study of teaching practitioner's conceptions of their work. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/171080.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.