Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education

by Kehres, Edward C.

Abstract (Summary)
This study of 236 full-time Occupational Therapy faculty members from accredited OT programs in the United States identified beliefs, intentions, and actions in a classroom setting using the Teacher Perspectives Inventory. Occupational Therapy educators reported the highest mean intention and action scores in the Apprenticeship and Developmental perspectives and the highest mean belief score in the Nurturing perspective. The factors years of teaching experience and Carnegie Classification institutional type were not found to be of significant difference in results, but a significant difference was found between intentions and actions in each perspective. The most significant implication for practice was the amount of reported actions in the Transmission perspective even though faculty reported less intention in the classroom. Supplemental analysis of master’s and doctoral institutions were completed, indicating a significant difference between pre- and late-tenure faculty in Transmission beliefs. This result suggests that a change in beliefs about classroom teaching practices is occurring from a teacher-centered to student-centered environments.
Bibliographical Information:


School:Ohio University

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:occupational therapy education teaching perspectives inventory teacher beliefs intentions actions


Date of Publication:01/01/2007

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