Please use this identifier to cite or link to this item:
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
Issue 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.
Appears in Collections:Education
Dept of Education Theses

Files in This Item:
File Description SizeFormat 
FulltextThesis.pdf8.46 MBAdobe PDFView/Open

Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.