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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/5179

Title: The relationship between the beliefs of early childhood teachers and their use of scaffold, instruction and negotiation as teaching strategies
Authors: Bernstone, Helen
Advisors: Taylor, A
Fisher, R
Keywords: Thinking skills
Problem solving
Teaching strategy
Thinking state
Publication Date: 2007
Publisher: Brunel University School of Sport and Education PhD Theses
Abstract: This study investigates the relationship between the beliefs of early childhood education teachers and their use of the teaching strategies instruction and negotiation in relation to the scaffold process. Consideration of thinking skills and the ability to problem solve through the vehicle of play provided the background to the research focus. The research was undertaken in two differently structured early childhood education centres in New Zealand with a case study design framing the gathering of data through observations and interviews. It is a small qualitative study driven by socio-cultural theory and therefore considered from a social constructivist position. The main findings from observations and interviews revealed that not all teachers had congruency between their beliefs and practice, that instruction could be the only mediation within a scaffolding process and by considering the power relations in the learning and teaching situation, a model of how different teaching strategies could be related to different states of thinking. A key finding was that of a definition of negotiation as a teaching strategy.
Description: This thesis was submitted for the degree of Doctor of Education and awarded by Brunel University, 23/04/2007.
URI: http://bura.brunel.ac.uk/handle/2438/5179
Appears in Collections:Education
School of Sport and Education Theses

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