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From Object to Subject: Exploring the Experiences and Developmental Needs of Black Women Pre-Service Teachers- [electronic resource]
From Object to Subject: Exploring the Experiences and Developmental Needs of Black Women Pre-Service Teachers- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101307
- ISBN
- 9798379539719
- DDC
- 370
- 서명/저자
- From Object to Subject: Exploring the Experiences and Developmental Needs of Black Women Pre-Service Teachers - [electronic resource]
- 발행사항
- [S.l.]: : Vanderbilt University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(178 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: Horn, Ilana.
- 학위논문주기
- Thesis (Ph.D.)--Vanderbilt University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약For years, educators have championed numerous strategies for supporting marginalized students in U.S. schools. Recently, researchers have identified racial matching-ensuring teachers of color work with students of similar racial backgrounds-to improve students' achievement. However, calls to increase teacher diversity emphasize benefits to students without adequate consideration of minoritized teachers' developmental needs or histories. Furthermore, while extensive literature describes the rich experiential knowledge that Black teachers bring to the teaching profession, the process of developing it into pedagogy is undertheorized-particularly in ways that will sustain them in the classroom. In this study, I focus on Black women pre-service teachers (BWPTSs) as a case of teachers of color learning to teach in U.S. schools. As with teachers from other marginalized groups, even when teacher education centers issues of equity and justice, it seldom considers their particular developmental needs. Rather than positioning BWPSTs as agentic learners, policymakers too often position them as objects to solve "diversity" issues. By uncovering Black women's unique development as teachers, this study offers one possible design for teacher education to invest in their development as culturally responsive educators. In this social design study, I investigate four BWPSTs' teaching ideologies by tracing their conversations in a teacher education counterspace. Using interaction analysis and comparative case study design, my research documents BWPSTs' experiences and development as caring educators, offering an empirical basis for redesigning teacher education to decenter whiteness in an effort to better support minoritized teachers.
- 일반주제명
- Teacher education.
- 일반주제명
- Ethnic studies.
- 키워드
- Black women
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101307
■006m o d
■007cr#unu||||||||
■020 ▼a9798379539719
■035 ▼a(MiAaPQ)AAI30544281
■035 ▼a(MiAaPQ)0242vireo1508Harmon
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHarmon, Mariah Deans.
■24510▼aFrom Object to Subject: Exploring the Experiences and Developmental Needs of Black Women Pre-Service Teachers▼h[electronic resource]
■260 ▼a[S.l.]:▼bVanderbilt University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(178 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: A.
■500 ▼aAdvisor: Horn, Ilana.
■5021 ▼aThesis (Ph.D.)--Vanderbilt University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aFor years, educators have championed numerous strategies for supporting marginalized students in U.S. schools. Recently, researchers have identified racial matching-ensuring teachers of color work with students of similar racial backgrounds-to improve students' achievement. However, calls to increase teacher diversity emphasize benefits to students without adequate consideration of minoritized teachers' developmental needs or histories. Furthermore, while extensive literature describes the rich experiential knowledge that Black teachers bring to the teaching profession, the process of developing it into pedagogy is undertheorized-particularly in ways that will sustain them in the classroom. In this study, I focus on Black women pre-service teachers (BWPTSs) as a case of teachers of color learning to teach in U.S. schools. As with teachers from other marginalized groups, even when teacher education centers issues of equity and justice, it seldom considers their particular developmental needs. Rather than positioning BWPSTs as agentic learners, policymakers too often position them as objects to solve "diversity" issues. By uncovering Black women's unique development as teachers, this study offers one possible design for teacher education to invest in their development as culturally responsive educators. In this social design study, I investigate four BWPSTs' teaching ideologies by tracing their conversations in a teacher education counterspace. Using interaction analysis and comparative case study design, my research documents BWPSTs' experiences and development as caring educators, offering an empirical basis for redesigning teacher education to decenter whiteness in an effort to better support minoritized teachers.
■590 ▼aSchool code: 0242.
■650 4▼aTeacher education.
■650 4▼aEducational administration.
■650 4▼aEthnic studies.
■653 ▼aBlack women
■653 ▼aRacial backgrounds
■653 ▼aWomen's development
■653 ▼aMinoritized teachers
■690 ▼a0530
■690 ▼a0631
■690 ▼a0514
■71020▼aVanderbilt University.
■7730 ▼tDissertations Abstracts International▼g84-12A.
■773 ▼tDissertation Abstract International
■790 ▼a0242
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933575▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
