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dc.contributor.advisorCastle, Kathryn
dc.contributor.authorMorris, Gina K.
dc.date.accessioned2019-03-25T21:59:37Z
dc.date.available2019-03-25T21:59:37Z
dc.date.issued2018-05
dc.identifier.urihttps://hdl.handle.net/11244/317784
dc.description.abstractA pervasive neoliberal doctrine is rapidly changing the landscape of higher education in the United States. Applying free-market ideology to the university sphere has created an environment in which faculty are expected to be expert researchers able to procure external funding as well as excellent teachers who produce students that strengthen the national economy. Yet, these two expectations are not often rewarded equally in research universities.
dc.description.abstractThe purpose of this qualitative case study is to examine the experiences of university instructors who conduct teacher inquiry and to explore the influence of this work on pedagogical practices and beliefs. Six professors at a land grant university were selected via purposeful sampling and data were collected through writing protocols, individual interviews, focus group interviews, and document analysis. Self-determination theory as described by Deci and Ryan (2000) and the stages of university teacher development as defined by Kugel (1993) were selected a priori and provided a lens through which to analyze data and present findings. The model of Dimensions of Activities Related to Teaching as proposed by Kern et al. (2015) was selected a posteriori in order to capture and depict the essence of participants' meanings of teacher inquiry. Study findings affirm the literature regarding professors' desires to be effective teachers and suggest that teacher inquiry in higher education can serve as transformative professional development. Furthermore, findings indicate that teacher inquiry may mitigate the barriers commonly associated with prohibiting professors' growth as teachers and can elicit teaching that is more authentic.
dc.formatapplication/pdf
dc.languageen_US
dc.rightsCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.
dc.titleTeacher inquiry in higher education
dc.contributor.committeeMemberBrown, Pamela U.
dc.contributor.committeeMemberJob, Jennifer
dc.contributor.committeeMemberHarris, Ed
osu.filenameMorris_okstate_0664D_15730.pdf
osu.accesstypeOpen Access
dc.type.genreDissertation
dc.type.materialText
thesis.degree.disciplineEducation
thesis.degree.grantorOklahoma State University


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