An Investigation of Teachers’ Developmental Theory and Their Teaching Practice

An Investigation of Teachers’ Developmental Theory and Their Teaching Practice

Author(s) by Agnes L. DeWitt, Nancy Reese-Durham
Pages 133-148
Keywords developmental theories, beliefs, self-identification, teaching practices, teachers‟ preparation, practitioners.
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Abstract


Research indicates teachers‟ beliefs in a specific adult development theory have an effect on their teaching. These beliefs provide the lens through which teachers view their teaching practices and the instructional needs for students. (Baumgartner, 2001) Teachers who know their development theory will be able to teach students and help students be successful in acquiring and retaining knowledge. The purpose of this investigation was to determine if teaching practices correlated with the self-identified adult development theory of teachers. Findings revealed that the majority of participants identified with the behavioral/mechanistic theory and showed evidence of practicing that theory in their teaching.

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