Promising Futures: An Integral Exploration of the Futures Thinking of High School Teachers in a Technology-Rich Learning Environment

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atmire.migration.oldid5478
dc.contributor.advisorBohac Clarke, Veronika
dc.contributor.authorNorris, Roy
dc.contributor.committeememberDavis, Andrew Brent
dc.contributor.committeememberWinchester, W. Ian S.
dc.date.accessioned2017-04-26T16:41:58Z
dc.date.available2017-04-26T16:41:58Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractTeachers spend their working days preparing young people for the times to come. Teachers also imagine a wide variety of ideas about possible, probable and preferable futures. The purpose of this study is to discover how teachers feel and think about the potential futures for themselves and their students, and to explore how teacher perceptions of futures inform and are enacted in their teaching practices. Learning more about how often, how deeply and how optimistically teachers envision possible futures matters because teachers are educating the people who will become adults in all versions of the near futures. The conceptual framework sets integral theory as the basis for the methodological pluralism and analytical blending which are sustained throughout this trans-disciplinary study as a whole. The participants in this study were all high school teachers in one school in Winnipeg, Manitoba during the 2015-16 school year. Participants completed a survey, followed by eight focus group sessions, and finally twelve were individually interviewed. The research design employed integral methodological pluralism as an organizing methodological structure to draw together multiple research methods in a coherent fashion. The findings show that high school teachers deliberately think about their own futures and those of their students, that they are most likely to trust shorter term empiric predictions about futures, and that while they value long term thinking they rarely think about futures more than a few years away. Conclusions and recommendations point out the need for developing teacher capacity via training in long term futures thinking which allows teachers to consider much larger problems and challenges confronting cultures, over longer time spans. Thinking about the long term and choosing hopeful stances will ultimately strengthen teachers, and potentially lead cultures and civilizations to the more preferable futures that they envision.en_US
dc.identifier.citationNorris, R. (2017). Promising Futures: An Integral Exploration of the Futures Thinking of High School Teachers in a Technology-Rich Learning Environment (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27456en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/27456
dc.identifier.urihttp://hdl.handle.net/11023/3723
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Secondary
dc.subjectEducation--Sociology of
dc.subjectEducation--Teacher Training
dc.subjectPhilosophy
dc.subjectIndividual and Family Studies
dc.subjectIndustrial and Labor Relations
dc.subjectSociology--Organizational
dc.subjectSociology--Theory and Methods
dc.subjectPsychology--Behavioral
dc.subjectPsychology--Personality
dc.subjectPsychology--Social
dc.subject.otherintegral
dc.subject.otherteacher
dc.subject.otherbeliefs
dc.subject.otherfuture
dc.subject.otherfutures
dc.subject.otherplanning
dc.subject.otherforesight
dc.subject.othereducation
dc.subject.otherhighschool
dc.subject.otherutopia
dc.subject.otherdystopia
dc.subject.othertechnology
dc.subject.otherhope
dc.titlePromising Futures: An Integral Exploration of the Futures Thinking of High School Teachers in a Technology-Rich Learning Environment
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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