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Anselmi, John Michael Montana State University 2002 해외박사(DDOD)
The purpose of this study was to develop for teacher educators a grounded theory of how elementary education majors' prior conceptions about teaching, formed during their own experiences as children in K–12 classrooms, impact their acceptance of the teacher education curriculum at Montana State University. The research method was a qualitative, grounded theory design. The researcher interviewed 40 pre-service teachers at Montana State University. This group consisted of 20 freshmen level and 20 junior level students who had declared education as their major. Findings supported prior research and reinforced existing themes in the literature regarding the impact of pre-service teachers' preconceptions on teacher education. Analysis of the data supported the contention that pre-service teachers arrive at Montana State University with well-developed conceptions of teaching and being a teacher. They develop these conceptions early in their lives, while they are in K–12 grade classrooms. These conceptions influence and at times limit what these students are willing to accept from the curriculum at Montana State University.