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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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cooperating Teachers' Lived Expectations In Student Teaching; A Critical Phenomenological Exploration of Identity Infusing Arts-Based Research./
作者:	Weiss, Tamara Rae.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Art education. -
電子資源:	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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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.
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