Novice and Experienced Teachers’ Beliefs Regarding Teacher Quality

Apr 18th, 2013 | Category: Dissertation Abstracts @ Concordia
By Jon Mielke

Abstract

This qualitative research study, which also involves some quantizing of data, explored the relationship between novice and experienced teachers’ beliefs regarding teacher quality.  Current research suggests teacher quality is defined as a change in pedagogical practice, which evolves through teacher and student discourse (Seymour & Lehrer, 2006) and reflective thought (Sergiovanni & Starratt, 2007), that enhances the learning environment. The first phase of the study engaged teachers in focus group settings who instruct students in Lutheran schools of the Lutheran Church-Missouri Synod about effective teaching and teacher quality.  The researcher also constructed a survey specific to teachers in faith based schools from data gained during the focus group settings.  The data suggests teacher quality is an amalgamation of good practices.  Becoming a teacher of quality evolves through reflective thought and continuous discourse between teacher and student in efforts to discern student’s misunderstandings and misinterpretations about content.

Key Words: Teacher Quality, Effective Teaching, Teacher Beliefs and Teaching

Author Information

Jon Mielke earned his Ed.D. in Leadership with a specialization in Educational Leadership from Concordia University Chicago in 2012.  Contact him at jon.mielke@in.lcms.org.

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