서브메뉴
검색
Becoming Justice-Oriented Teachers: A Collective Learning Experience for and With First-Year Teachers
Becoming Justice-Oriented Teachers: A Collective Learning Experience for and With First-Year Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151148
- ISBN
- 9798382720739
- DDC
- 370
- 서명/저자
- Becoming Justice-Oriented Teachers: A Collective Learning Experience for and With First-Year Teachers
- 발행사항
- [Sl] : University of Colorado at Boulder, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 264 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Stillman, Jamy.
- 학위논문주기
- Thesis (Ph.D.)--University of Colorado at Boulder, 2024.
- 초록/해제
- 요약Although scholarship has shown that new teachers struggle to make the transition to in-service teaching and enact the progressive practices that they learned during pre-service preparation, little research has explored how first-year teachers develop a justice-oriented practice during this transition. This project centers on a critical learning community convened and facilitated by the author for graduates of a justice-oriented elementary education program throughout their first year of teaching. Applying a framework of Critical Pedagogy (Freire, 2000, 2005, 2013) and Cultural Historical Activity Theory (Engestrom, 1991, 2001, 2015), the qualitative case study examines the dilemmas of practice that first-year justice-oriented teachers (FYJOTs) encounter as they seek to enact their values in practice, the role of their contexts in constraining or supporting their pursuit of justice-oriented teaching, and the ways in which the learning community was generative for FYJOT learning. Findings reveal that FYJOTs encountered a range of dilemmas in which their values were challenged, either because multiple values seemed to be in conflict or because they perceived constraints originating in their contexts of practice, and participants experimented with both values-driven instructional strategies and principled advocacy efforts to address these dilemmas. The learning community appeared to mediate the learning process through relational practices that bolstered FYJOTs' ideological clarity (Bartolome, 1994) and facilitated collective pedagogical reasoning (Loughran, 2019). In addition, enacting culture circles pedagogy (Freire, 2000, 2013) helped participants analyze the causes and consequences of the dilemmas they encountered in relation to justice. This study offers implications for teacher educators, policymakers, and researchers in their efforts to support first-year teachers to remain in the profession and committed to their values as they continue to learn to enact justice-oriented teaching practices.
- 일반주제명
- Teacher education
- 일반주제명
- Pedagogy
- 일반주제명
- Educational leadership
- 일반주제명
- Education
- 키워드
- Culture circles
- 키워드
- Teacher learning
- 기타저자
- University of Colorado at Boulder Education
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017161006
■00520250211151148
■006m o d
■007cr#unu||||||||
■020 ▼a9798382720739
■035 ▼a(MiAaPQ)AAI31235276
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aTetu, Elizabeth A.▼0(orcid)0000-0003-0186-0179
■24510▼aBecoming Justice-Oriented Teachers: A Collective Learning Experience for and With First-Year Teachers
■260 ▼a[Sl]▼bUniversity of Colorado at Boulder▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a264 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Stillman, Jamy.
■5021 ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2024.
■520 ▼aAlthough scholarship has shown that new teachers struggle to make the transition to in-service teaching and enact the progressive practices that they learned during pre-service preparation, little research has explored how first-year teachers develop a justice-oriented practice during this transition. This project centers on a critical learning community convened and facilitated by the author for graduates of a justice-oriented elementary education program throughout their first year of teaching. Applying a framework of Critical Pedagogy (Freire, 2000, 2005, 2013) and Cultural Historical Activity Theory (Engestrom, 1991, 2001, 2015), the qualitative case study examines the dilemmas of practice that first-year justice-oriented teachers (FYJOTs) encounter as they seek to enact their values in practice, the role of their contexts in constraining or supporting their pursuit of justice-oriented teaching, and the ways in which the learning community was generative for FYJOT learning. Findings reveal that FYJOTs encountered a range of dilemmas in which their values were challenged, either because multiple values seemed to be in conflict or because they perceived constraints originating in their contexts of practice, and participants experimented with both values-driven instructional strategies and principled advocacy efforts to address these dilemmas. The learning community appeared to mediate the learning process through relational practices that bolstered FYJOTs' ideological clarity (Bartolome, 1994) and facilitated collective pedagogical reasoning (Loughran, 2019). In addition, enacting culture circles pedagogy (Freire, 2000, 2013) helped participants analyze the causes and consequences of the dilemmas they encountered in relation to justice. This study offers implications for teacher educators, policymakers, and researchers in their efforts to support first-year teachers to remain in the profession and committed to their values as they continue to learn to enact justice-oriented teaching practices.
■590 ▼aSchool code: 0051.
■650 4▼aTeacher education
■650 4▼aPedagogy
■650 4▼aEducational leadership
■650 4▼aEducation
■653 ▼aCritical pedagogy
■653 ▼aCulture circles
■653 ▼aEarly career teachers
■653 ▼aFirst-year teachers
■653 ▼aJustice-oriented teachers
■653 ▼aTeacher learning
■690 ▼a0530
■690 ▼a0456
■690 ▼a0515
■690 ▼a0449
■71020▼aUniversity of Colorado at Boulder▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0051
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161006▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
