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Chemistry Graduate Teaching Assistant Identity Development
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| 자료유형 | E-Book |
|---|---|
| 개인저자 | Schroeder, Lianne. |
| 단체저자명 | University of Illinois at Chicago. Learning Sciences. |
| 서명/저자사항 | Chemistry Graduate Teaching Assistant Identity Development. |
| 발행사항 | [S.l.] : University of Illinois at Chicago., 2017 |
| 발행사항 | Ann Arbor : ProQuest Dissertations & Theses, 2017 |
| 형태사항 | 224 p. |
| 소장본 주기 | School code: 0799. |
| ISBN | 9780438118294 |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Donald Wink. |
| 요약 | This study was designed to better understand how new chemistry graduate students develop a teaching identity as GTAs. Utilizing two complementary conceptual frameworks, Wenger's Community of Practice and Wortham's Social Identification, this stu |
| 요약 | The two cases produced descriptions of teaching practice, learning environment factors that mediated the GTA teaching practices, and two different models of teaching identity. Data sources included interviews, journals, classroom observations, a |
| 요약 | Both GTAs began teaching with models of teaching identity drawn from their own experiences as students. In Case 1, the GTA's model of teaching identity was labeled as helper. In Case 2, the GTA's model of teaching identity was labeled as leader. |
| 일반주제명 | Higher education. Science education. |
| 언어 | 영어 |
| 기본자료 저록 | Dissertation Abstracts International79-11A(E). Dissertation Abstract International |
| 대출바로가기 | http://www.riss.kr/pdu/ddodLink.do?id=T15000373 |
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| No. | 등록번호 | 청구기호 | 소장처 | 도서상태 | 반납예정일 | 예약 | 서비스 | 매체정보 |
|---|---|---|---|---|---|---|---|---|
| 1 | WE00025062 | 378 | 가야대학교// | 대출가능 |
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