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"People Deserve to Be Treated Like Humans": Preservice Elementary Teachers' Conceptions of Social Issues and Social Action
"People Deserve to Be Treated Like Humans": Preservice Elementary Teachers' Conceptions of Social Issues and Social Action
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151135
- ISBN
- 9798382320007
- DDC
- 370
- 저자명
- Zaker, Jessica.
- 서명/저자
- People Deserve to Be Treated Like Humans: Preservice Elementary Teachers Conceptions of Social Issues and Social Action
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 202 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Barton, Keith C.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약This qualitative study explored how a group of preservice elementary teachers conceptualized social issues and social action and how their conceptions were reflected in their ideas for teaching about social issues and action. This study utilized individual and focus group interviews, class observations, and class artifacts as data points. Using a constructivist grounded theory and thematic analysis approach, the analysis process of this data resulted in several findings worth noting. For one, participants conceptualized social issues as subjective, in that issues revolve around individual identity and experiences and the controversy or debate that surrounds them. They perceive social issues as involving individual or cultural barriers to people's lives and fail to see how institutional barriers are also at work. They conceptualize social action as an individual endeavor, and noted actions such as volunteering or simply being aware of issues as means of action. Their ideas for teaching about social issues and action reflected their conceptions as they expressed the goals being to help students become aware of issues and understand others' lives as the goals of teaching about social issues and action. The findings from this study point to the importance of examining social issues and forms of social action within teacher preparation courses, with emphasis needed on how institutional barriers play a role in social issues and how forms of social action can address such barriers.
- 일반주제명
- Teacher education
- 일반주제명
- Elementary education
- 일반주제명
- Social studies education
- 키워드
- Civic education
- 키워드
- Social action
- 키워드
- Social education
- 키워드
- Social issues
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382320007
■035 ▼a(MiAaPQ)AAI31148391
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aZaker, Jessica.▼0(orcid)0000-0002-0490-1936
■24510▼a"People Deserve to Be Treated Like Humans": Preservice Elementary Teachers' Conceptions of Social Issues and Social Action
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a202 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Barton, Keith C.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aThis qualitative study explored how a group of preservice elementary teachers conceptualized social issues and social action and how their conceptions were reflected in their ideas for teaching about social issues and action. This study utilized individual and focus group interviews, class observations, and class artifacts as data points. Using a constructivist grounded theory and thematic analysis approach, the analysis process of this data resulted in several findings worth noting. For one, participants conceptualized social issues as subjective, in that issues revolve around individual identity and experiences and the controversy or debate that surrounds them. They perceive social issues as involving individual or cultural barriers to people's lives and fail to see how institutional barriers are also at work. They conceptualize social action as an individual endeavor, and noted actions such as volunteering or simply being aware of issues as means of action. Their ideas for teaching about social issues and action reflected their conceptions as they expressed the goals being to help students become aware of issues and understand others' lives as the goals of teaching about social issues and action. The findings from this study point to the importance of examining social issues and forms of social action within teacher preparation courses, with emphasis needed on how institutional barriers play a role in social issues and how forms of social action can address such barriers.
■590 ▼aSchool code: 0093.
■650 4▼aTeacher education
■650 4▼aElementary education
■650 4▼aSocial sciences education
■650 4▼aSocial studies education
■653 ▼aCivic education
■653 ▼aPreservice teachers
■653 ▼aSocial action
■653 ▼aSocial education
■653 ▼aSocial issues
■690 ▼a0530
■690 ▼a0524
■690 ▼a0534
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160916▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
