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Cooperating Teachers' Lived Expectat...

Weiss, Tamara Rae.

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Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research./
Author:	Weiss, Tamara Rae.
Description:	179 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645389
ISBN:	9781321343489

Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research.
Weiss, Tamara Rae.

Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research. - 179 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2014.

This item must not be sold to any third party vendors.

Through an examination of the identity of the cooperating teacher, this study interrogates the relationships that exist between the pedagogical and the practical in pre-service teacher education, specifically within the phenomenon of student teaching. An investigation of the lifeworld of the cooperating teacher, exclusively through her use of language, reveals the experience of living one's expectations for another (the student teacher). Through a close examination of the identity of the cooperating teacher as mentor, a complex and dynamic relationship between two people is revealed, comprised of a myriad of power implications. To understand what it means to be a cooperating teacher is to understand the meaning structures that have come to restrict, challenge, or question the nature of mentoring and, consequently, student teaching. This study takes investigative and analytical methodologies towards a more nuanced approach to performing research, specifically through Mark Vagle's post-intentional phenomenology, Gunther Kress's multimodal discourse analysis, Norman Fairclough's critical discourse analysis, and critical arts-based research in the style of Postcolonial activist artist, Jean Michel Basquiat. The result becomes multimodal critical discourse analysis- visual critical paintings that: 1) Challenge the dominant notion of research as that of written or spoken language and 2) Interrogate the power positions revealed in and through the language of the cooperating teacher participants.

ISBN: 9781321343489Subjects--Topical Terms:

547650
Art education.

Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research.
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020 $a 9781321343489
035 $a (MiAaPQ)AAI3645389
035 $a AAI3645389
040 $a MiAaPQ $c MiAaPQ
100 1 $a Weiss, Tamara Rae. $3 3174189
245 1 0 $a Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: James Bequette.
502 $a Thesis (Ph.D.)--University of Minnesota, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Through an examination of the identity of the cooperating teacher, this study interrogates the relationships that exist between the pedagogical and the practical in pre-service teacher education, specifically within the phenomenon of student teaching. An investigation of the lifeworld of the cooperating teacher, exclusively through her use of language, reveals the experience of living one's expectations for another (the student teacher). Through a close examination of the identity of the cooperating teacher as mentor, a complex and dynamic relationship between two people is revealed, comprised of a myriad of power implications. To understand what it means to be a cooperating teacher is to understand the meaning structures that have come to restrict, challenge, or question the nature of mentoring and, consequently, student teaching. This study takes investigative and analytical methodologies towards a more nuanced approach to performing research, specifically through Mark Vagle's post-intentional phenomenology, Gunther Kress's multimodal discourse analysis, Norman Fairclough's critical discourse analysis, and critical arts-based research in the style of Postcolonial activist artist, Jean Michel Basquiat. The result becomes multimodal critical discourse analysis- visual critical paintings that: 1) Challenge the dominant notion of research as that of written or spoken language and 2) Interrogate the power positions revealed in and through the language of the cooperating teacher participants.
590 $a School code: 0130.
650 4 $a Art education. $3 547650
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational evaluation. $3 526425
650 4 $a Higher education. $3 641065
690 $a 0273
690 $a 0456
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710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0130
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645389