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Gazing Through the Looking Glass: What a Self-Study Taught Me About Teacher Education, Whiteness, and Myself
Gazing Through the Looking Glass: What a Self-Study Taught Me About Teacher Education, Whiteness, and Myself
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153047
- ISBN
- 9798346871972
- DDC
- 370
- 서명/저자
- Gazing Through the Looking Glass: What a Self-Study Taught Me About Teacher Education, Whiteness, and Myself
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 220 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
- 주기사항
- Advisor: Grant, Carl.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약The purpose of this dissertation is to reflect on and make sense of my practice as a teacher educator. As a response to the growing field of self-study research in the field of teacher education, my study answers the following question: What is my lived experience as a White teacher educator? This research took place during the student teaching semester of a teacher education program, and I attend to my research question through a framework of critical whiteness studies, with particular attention to the principles that approach whiteness as a racial perspective and as a racial identity. I then review the literature related to the history and development of teacher preparation, highlighting the significance of reflection as a learning tool within the context of the student teaching seminar. I also explore the nuanced relationship between teacher preparation and whiteness, including teacher education programs, teacher candidates, and teacher educators. I utilized a self-study of my teacher education practices as a methodology to examine my teacher education practices in the student teaching seminar, and I share my findings, which came from using thematic analysis to make sense of my data. I present my experience as a White teacher educator and the uncertainty of my identity as I explore myself as a teacher educator through the fractured roles of researcher, instructor, and colleague. I end this dissertation by highlighting the significance of my findings through a discussion of the impacts of whiteness on my work. Furthermore, I specifically address White teacher educators in sharing the three implications from this research for the larger fields of self-study research and teacher education: acknowledging and identifying the aggressive invisibility of whiteness; understanding and navigating the constant state of uncertainty that White teacher educators find themselves in; and the need for dedicated and protected time for White teacher educators to reflect on their identity and practice.
- 일반주제명
- Teacher education
- 일반주제명
- Multicultural education
- 일반주제명
- Curriculum development
- 일반주제명
- Ethnic studies
- 키워드
- Self-study
- 키워드
- Whiteness
- 키워드
- Racial identity
- 기타저자
- The University of Wisconsin - Madison Curriculum & Instruction
- 기본자료저록
- Dissertations Abstracts International. 86-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798346871972
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHarrison-Woods, Kyle.
■24510▼aGazing Through the Looking Glass: What a Self-Study Taught Me About Teacher Education, Whiteness, and Myself
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a220 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-06, Section: A.
■500 ▼aAdvisor: Grant, Carl.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThe purpose of this dissertation is to reflect on and make sense of my practice as a teacher educator. As a response to the growing field of self-study research in the field of teacher education, my study answers the following question: What is my lived experience as a White teacher educator? This research took place during the student teaching semester of a teacher education program, and I attend to my research question through a framework of critical whiteness studies, with particular attention to the principles that approach whiteness as a racial perspective and as a racial identity. I then review the literature related to the history and development of teacher preparation, highlighting the significance of reflection as a learning tool within the context of the student teaching seminar. I also explore the nuanced relationship between teacher preparation and whiteness, including teacher education programs, teacher candidates, and teacher educators. I utilized a self-study of my teacher education practices as a methodology to examine my teacher education practices in the student teaching seminar, and I share my findings, which came from using thematic analysis to make sense of my data. I present my experience as a White teacher educator and the uncertainty of my identity as I explore myself as a teacher educator through the fractured roles of researcher, instructor, and colleague. I end this dissertation by highlighting the significance of my findings through a discussion of the impacts of whiteness on my work. Furthermore, I specifically address White teacher educators in sharing the three implications from this research for the larger fields of self-study research and teacher education: acknowledging and identifying the aggressive invisibility of whiteness; understanding and navigating the constant state of uncertainty that White teacher educators find themselves in; and the need for dedicated and protected time for White teacher educators to reflect on their identity and practice.
■590 ▼aSchool code: 0262.
■650 4▼aTeacher education
■650 4▼aMulticultural education
■650 4▼aCurriculum development
■650 4▼aEthnic studies
■653 ▼aSelf-study
■653 ▼aTeacher education program
■653 ▼aWhite teacher educators
■653 ▼aWhiteness
■653 ▼aRacial identity
■690 ▼a0530
■690 ▼a0455
■690 ▼a0631
■690 ▼a0727
■71020▼aThe University of Wisconsin - Madison▼bCurriculum & Instruction.
■7730 ▼tDissertations Abstracts International▼g86-06A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164793▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
