Date of Award

Spring 6-13-2025

Document Type

Dissertation in Practice

Degree Name

Ed.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Paul Michalec

Second Advisor

Christy McConnell

Third Advisor

Brette Garner

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Deeper learning, Deeper teaching, Inner self, Teacher beliefs, Teacher practice, Teacher values

Abstract

For decades, educators have called for “a fundamental redesign of the industrial-age classroom.” However, despite ongoing discourse around educational reform, the majority of teachers still use the industrial model of education while too few teachers implement deeper teaching practices which situate students as active learners in addressing complex, real-world challenges rather than being passive recipients of knowledge. Existing literature does not explore the influences upon the beliefs and values of teachers who create deeper learning experiences.

This qualitative study employs educational criticism and connoisseurship to illuminate the inner self of those who practice deeper teaching. Drawing on in-depth observations, interviews, and artifact collection from four participants, the research investigates what drives these educators to move beyond traditional models and embrace transformative, student-centered practices. This study illuminates the intentions of teachers who practice deeper teaching and explores the influences on teachers’ beliefs and values. The findings reveal that key influences on these teachers’ beliefs and values include formal and informal educational experiences, workplace experiences, mentors, cultural background, reflection, and an imaginative capacity to envision alternatives to the status quo. Overall, this study answers the question, Who is the self that practices deeper teaching? Someone who values relationships and believes they are core; someone who values deeper learning experiences and believes in engaging themselves and others in them; and someone who holds a keen sense of self-awareness.

Implications for this study are far-reaching. Recommendations for school leaders, professional development designers, and teacher education programs include: creating opportunities for teachers to explore and reflect on their beliefs; integration of deeper learning experiences into teacher preparation; fostering collaborative structures within schools; providing observation opportunities of deeper teaching; providing access to mentor teachers who model and support deeper teaching practices; and making space for sustained reflection and the imagining of new pedagogical possibilities.

Copyright Date

6-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Kerstin L. Rowe

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

267 pgs

File Size

3 MB

Download



Share

COinS