1.Outline the methodological tradition for the study. 2.Explain why this tradition chosen might be appropriate or inappropriate, incorporating a discussion of whether the study is intended to critique, to understand, to change/emancipate or to describe, or whether it is a combination. 3.In-depth discussion of the context and background of the research paradigm. 4.In-depth discussion of the appropriateness of the methodological tradition for the information provided. 5.Critical reflection on strengths and limitations of methodological tradition. 6.Incorporate relevant literature to support the research paradigm chosen in the article. 7.Provide references or website links
1.Outline the methodological tradition for the study. 2.Explain why this tradition chosen might be appropriate or inappropriate, incorporating a discussion of whether the study is intended to critique, to understand, to change/emancipate or to describe, or whether it is a combination. 3.In-depth discussion of the context and background of the research paradigm. 4.In-depth discussion of the appropriateness of the methodological tradition for the information provided. 5.Critical reflection on strengths and limitations of methodological tradition. 6.Incorporate relevant literature to support the research paradigm chosen in the article. 7.Provide references or website links
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
Related questions
Question
Thirty-five university students interviewed one professor whom they believed to be highly effective in the teaching and learning process.
Qualitative semi-structured interviews were conducted, the interviews were taped and transcribed verbatim
Standardized, open-ended questions were used
Goal was to gain insight into the philosophy that guides teachers in the Trinidad and Tobago education system
Each interview lasted approximately 30 minutes. The participants were given the opportunity to verify information generated during the interview sessions.
Students conducted the interviews and were trained in asking probing questions.
Member checking or respondent validation was used to establish validity. Data analysis consisted of examining, categorizing, and tabulating the evidence
Three themes emerged from the study:
Getting to know students
Teacher as lifelong learner
Teacher as role model
Most participants believe that getting to know students is important in their teaching
They want to make students feel safe and comfortable while fostering creativity and growth
Professors see themselves as facilitators of learning and are interested in how students learn
The teachers' philosophy:
Meet the needs of all students
Willing to adjust content to fit the needs of students
Accommodates diversity
Never has two of the same classes
Always makes adjustments because every student is different
Believes a teacher can never be too rigid
Treats students respectfully
Expects students to treat the teacher with respect
Maintains a positive teacher/student relationship
Sets standards for the class
Provides support for students
Treats students with high regard
Suggests creating a profile of each student with information relating to their background, learning styles, and home environment
Keeps in contact with parents
Believes in constant reflection
Some participants embrace the idea of lifelong learning as an important requirement for successful practice as a teacher
Believes that as a teacher, one never stops learning
Dedicated teachers always strive to improve their practice/ oneself
Attends workshops provided by the Ministry of Education
Reads, conducts research, and educates oneself on new technology to keep up with the rapidly changing world
Many participants see their role as setting high ethical standards and modeling positive behaviors for students to emulate
Teaching is not limited to academics
Displays proper habits of dress, regularity, and punctuality
Expects students to imitate these characteristics
Places great emphasis on respect and manners
Believe that a teacher is the most powerful role model
Treat everyone with dignity and respect
Modeling ethical behavior goes beyond the classroom
Cautioned about the way teachers dress, speak, and carry themselves outside the classroom
Should be in a manner that befits a teacher
Majority of professors believe that getting to know students is important
Understanding how students learn in order to cater to their varying needs
Adjusting content and re-teaching concepts when necessary
Effective teachers are interested in differentiating instruction
Creating student profiles to assist in getting to know them better
Positive teacher/student relationship based on trust, respect, and caring
Effective professors participate in professional development activities
Embrace life-long learning as a personal philosophy
Effective professors as role models
Conscious about the way they dress, speak, and conduct themselves
Teacher as an exemplar responsible for passing on the virtues of the past
Contrasts with the philosophy of some teachers who believe in searching for evidence and solving real-world problems
Only a few participants referred to themselves as pragmatists or realists
Beliefs influence educational practices
Teachers' perception of their role and teaching methodologies
Philosophical beliefs of effective teachers
Promotion of lifelong learning
Getting to know students
Caring and respect for students
Majority of participants hold an idealist philosophic position.
Results cannot be generalized, but provide a starting point for further conversation.
Recommendations
Further investigation into philosophies that guide effective teachers
Using a mixed-methods approach with a larger sample size
Studies to determine the extent of idealist philosophic position among effective professors.
1.Outline the methodological tradition for the study.
2.Explain why this tradition chosen might be appropriate or inappropriate, incorporating a discussion of whether the study is intended to critique, to understand, to change/emancipate or to describe, or whether it is a combination.
3.In-depth discussion of the context and background of the research paradigm.
4.In-depth discussion of the appropriateness of the methodological tradition for the information provided.
5.Critical reflection on strengths and limitations of methodological tradition.
6.Incorporate relevant literature to support the research paradigm chosen in the article.
7.Provide references or website links
Expert Solution
Step 1: Introducing educational psychology:
Educational psychology is a sub-field of psychology. It seeks to apply psychological principles in the field of education. Therefore, educational psychologists are interested in understanding the philosophies underlying efficient teachers. For this, they can use scientific research methods to uncover and understand the complexities and nuances of the same.
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