{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19196"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19196","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Beginning preschool teachers' implicit theories: What they think behind their action","abstract":"What teachers do is affected by what they think. It is believed that teachers hold implicit theories in their thinking in practice, which are not explicitly articulated in speech or writings, but can be elicited.","abstract_html":"What teachers do is affected by what they think. It is believed that teachers hold implicit theories in their thinking in practice, which are not explicitly articulated in speech or writings, but can be elicited.","abstract_has_math":false,"creators":["Li, Wei"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Spodek, Bernard"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T11:59:50Z","date_published":"2011-05-07T11:59:50Z","updated_at":"2026-07-22T22:25:12Z","subjects":["Education, Early Childhood","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1992 Li, Wei"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9236518","(UMI)AAI9236518"],"render_values":[{"text":"AAI9236518","href":null,"code":true},{"text":"(UMI)AAI9236518","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19196","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Spodek, Bernard"]},{"key":"dc:creator","label":"Author","values":["Li, Wei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T11:59:50Z","10000-01-01","1992"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1992 Li, Wei"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9236518","(UMI)AAI9236518","http://hdl.handle.net/2142/19196"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["What teachers do is affected by what they think. It is believed that teachers hold implicit theories in their thinking in practice, which are not explicitly articulated in speech or writings, but can be elicited.","This study is a case study on two new preschool teachers' implicit theories. Through in-classroom observations and open-ended interviews, these two teachers' thinking in practice were elicited. The data were analyzed in relation to their teaching and their personal experiences. The teachers' implicit theories were presented in categorized statements respectively. It was found that these new teachers possessed a wide range of implicit theories on the domains of education, children, teaching, etc. And their beliefs were influenced by their past personal experiences. Implications on teacher education and development such as what should be taken into consideration from students' personal perspective, and how research methodologies served different functions in analyzing and shaping data were discussed.","Made available in DSpace on 2011-05-07T11:59:50Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236518.pdf: 5449980 bytes, checksum: a96aac9d216be1a4cb765ac15d171e36 (MD5) Previous issue date: 1992","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:35:18Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:13:52-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Beginning preschool teachers' implicit theories: What they think behind their action"]}]}],"canonical_facts":{"dc:contributor":["Spodek, Bernard"],"dc:creator":["Li, Wei"],"dc:date":["2011-05-07T11:59:50Z","10000-01-01","1992"],"dc:description":["What teachers do is affected by what they think. It is believed that teachers hold implicit theories in their thinking in practice, which are not explicitly articulated in speech or writings, but can be elicited.","This study is a case study on two new preschool teachers' implicit theories. Through in-classroom observations and open-ended interviews, these two teachers' thinking in practice were elicited. The data were analyzed in relation to their teaching and their personal experiences. The teachers' implicit theories were presented in categorized statements respectively. It was found that these new teachers possessed a wide range of implicit theories on the domains of education, children, teaching, etc. And their beliefs were influenced by their past personal experiences. Implications on teacher education and development such as what should be taken into consideration from students' personal perspective, and how research methodologies served different functions in analyzing and shaping data were discussed.","Made available in DSpace on 2011-05-07T11:59:50Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236518.pdf: 5449980 bytes, checksum: a96aac9d216be1a4cb765ac15d171e36 (MD5) Previous issue date: 1992","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:35:18Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:13:52-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9236518","(UMI)AAI9236518","http://hdl.handle.net/2142/19196"],"dc:language":["eng"],"dc:rights":["Copyright 1992 Li, Wei"],"dc:subject":["Education, Early Childhood","Education, Curriculum and Instruction"],"dc:title":["Beginning preschool teachers' implicit theories: What they think behind their action"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:12Z"}