서브메뉴
검색
Critical Practices Without Guarantees: Strengthening the Practice-Theory Connection of Social Studies Preservice Teachers
Critical Practices Without Guarantees: Strengthening the Practice-Theory Connection of Social Studies Preservice Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091501.5
- ISBN
- 9798270228880
- DDC
- 907
- 서명/저자
- Critical Practices Without Guarantees: Strengthening the Practice-Theory Connection of Social Studies Preservice Teachers / Mathew Benjamin Baker
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (279 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Salinas, Cinthia Committee members: Brown, Anthony L.; Robinson, Heath T.; Magill, Kevin R.; Celedon-Pattichis, Sylvia.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약In this set of critical qualitative case studies, I examined how well pre-service social studies teachers were connecting the theory they are learning in their teacher education with their practices at their student teaching placement sites. Utilizing cultural historical activity theory (CHAT) and the core practice approach, I explored how thick the practice-theory connection was for social studies pre-service teachers and the program's role for that connection. This was done through an investigation of how pre-service teachers understood the communities and rules of the two-worlds of the university and schools, pre-service teachers rationales for enacting critical pedagogy at their placements, and how the pre-service teachers were applying broader critical theoretical constructs they were learning in their program (i.e. humanizing pedagogy) in their student teaching pedagogy. The studies found that pre-service teachers understood the two-worlds of the university and the school as having a lot of overlap, especially in regards to their tools (historical inquiry) and rules (critical theory). The critical theory manifested itself in critical pedagogy, where they honed their political and ideological clarity in both sites to deepen their understanding of critical constructs. Specifically, the practice of critical historical inquiry was better grounded in critical theory, furthering their understanding of the purpose of the theory and allowing for more authentic, agentic enactments at their placement sites.
- 언어주기
- English
- 일반주제명
- Pedagogy
- 일반주제명
- Social studies education
- 일반주제명
- Teacher education
- 키워드
- Social studies
- 키워드
- Critical theory
- 기타저자
- The University of Texas at Austin Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260311s2025 us eng d■001000017361114
■00520260311091501.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270228880
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a907
■1001 ▼aBaker, Mathew Benjamin▼eauthor.
■24510▼aCritical Practices Without Guarantees: Strengthening the Practice-Theory Connection of Social Studies Preservice Teachers ▼cMathew Benjamin Baker
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (279 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Salinas, Cinthia Committee members: Brown, Anthony L.; Robinson, Heath T.; Magill, Kevin R.; Celedon-Pattichis, Sylvia.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aIn this set of critical qualitative case studies, I examined how well pre-service social studies teachers were connecting the theory they are learning in their teacher education with their practices at their student teaching placement sites. Utilizing cultural historical activity theory (CHAT) and the core practice approach, I explored how thick the practice-theory connection was for social studies pre-service teachers and the program's role for that connection. This was done through an investigation of how pre-service teachers understood the communities and rules of the two-worlds of the university and schools, pre-service teachers rationales for enacting critical pedagogy at their placements, and how the pre-service teachers were applying broader critical theoretical constructs they were learning in their program (i.e. humanizing pedagogy) in their student teaching pedagogy. The studies found that pre-service teachers understood the two-worlds of the university and the school as having a lot of overlap, especially in regards to their tools (historical inquiry) and rules (critical theory). The critical theory manifested itself in critical pedagogy, where they honed their political and ideological clarity in both sites to deepen their understanding of critical constructs. Specifically, the practice of critical historical inquiry was better grounded in critical theory, furthering their understanding of the purpose of the theory and allowing for more authentic, agentic enactments at their placement sites.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aPedagogy
■650 4▼aSocial studies education
■650 4▼aTeacher education
■653 ▼aPre-service teachers
■653 ▼aSocial studies
■653 ▼aCritical theory
■653 ▼aHistorical inquiry
■7102 ▼aThe University of Texas at Austin▼bCurriculum and Instruction.▼edegree granting institution.
■7201 ▼aSalinas, Cinthia▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361114▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
