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Student teachers in transformation: ...

Schulte, Ann Katherine.

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Student teachers in transformation: A self-study of a supervisor's practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student teachers in transformation: A self-study of a supervisor's practice./
作者:	Schulte, Ann Katherine.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1381.
Contained By:	Dissertation Abstracts International62-04A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3012553
ISBN:	0493209611

Student teachers in transformation: A self-study of a supervisor's practice.
Schulte, Ann Katherine.

Student teachers in transformation: A self-study of a supervisor's practice. - 130 p.

Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1381.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.

Traditionally, preservice teachers are young, White, middle-class, English-speaking females. Many of them enter schools of education with perspectives on teaching that are culturally limited and non-analytical. In addition, teacher educators who have similar backgrounds typically prepare those preservice teachers. This homogeneity perpetuates a dominant-culture perspective of education. As a result, there must be a transformation of how teachers (both teacher educators and classroom teachers) understand their identity in relation to teaching all students, especially those that are not like themselves.

ISBN: 0493209611Subjects--Topical Terms:

783747
Education, Teacher Training.

Student teachers in transformation: A self-study of a supervisor's practice.
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245 1 0 $a Student teachers in transformation: A self-study of a supervisor's practice.
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500 $a Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1381.
500 $a Supervisor: Kenneth Zeichner.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.
520 $a Traditionally, preservice teachers are young, White, middle-class, English-speaking females. Many of them enter schools of education with perspectives on teaching that are culturally limited and non-analytical. In addition, teacher educators who have similar backgrounds typically prepare those preservice teachers. This homogeneity perpetuates a dominant-culture perspective of education. As a result, there must be a transformation of how teachers (both teacher educators and classroom teachers) understand their identity in relation to teaching all students, especially those that are not like themselves.
520 $a This dissertation explores how one teacher educator struggled to learn how to help student teachers challenge their assumptions about teachers, students, and schooling. In turn, the teacher educator challenges her own assumptions about preparing preservice teachers. The researcher uses action research to conduct a self-study of her practice as a supervisor of student teachers in an elementary education program. The education program supports a social reconstructionist philosophy and is part of a five-year undergraduate degree at a large research university.
520 $a The study is framed within the literature that supports the reform of teacher preparation, especially with respect to multiculturalism. The researcher explores both the multiple strategies used to challenge and transform preservice teachers' beliefs and the obstacles that prevent that transformation. The themes found in the student teacher data are then observed in the researcher's study of her self.
520 $a Recommendations are made in regard to how the structures of schooling, both K--12 and post-secondary, hinder the process of reflection on one's practice and self-as-teacher. Although the focus of this study is on how to better prepare teachers to work with diverse populations, there are implications for how universities prepare teacher educators to do the same.
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