Identity Development in Pre-Service Teachers Who Are Explainers in a Science Center: Dialectically Developing Theory and Praxis

Autor/in	Gupta, Preeti
Titel	Identity Development in Pre-Service Teachers Who Are Explainers in a Science Center: Dialectically Developing Theory and Praxis
Quelle	(2009), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, City University of New York
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-1927-6
Schlagwörter	Hochschulschrift; Dissertation; Video Technology; Ethnography; Hands on Science; Museums; Sociology; Data Analysis; Science Teachers; Phenomenology; Teaching Methods; Science Education; Professional Identity; Self Concept; Student Development; Preservice Teachers; Praxis; Science Teaching Centers; Urban Education; Urban Teaching; Preservice Teacher Education; Hermeneutics; Field Experience Programs; Learning Processes; Partnerships in Education; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; Museum; Museumswesen; Museen; Soziologie; Auswertung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Selbstkonzept; Stadtteilbezogenes Lernen; Urban education; Lehramtsstudiengang; Lehrerausbildung; Hermeneutik; Praxisnahes Lernen; Learning process; Lernprozess; Hochschulpartnerschaft
Abstract	This dissertation investigates how teaching in a hands-on science center contributes to re/shaping one's teaching identity. Situated at the New York Hall of Science (NYHS) in Queens, New York, my research approach is to conduct a critical ethnography where the focus is on improving the teaching and learning of science for all involved. In particular, Explainers, floor staff at NYHS, who are studying to be science teachers, are invited to become co-researchers with me. Written as a manuscript style, this dissertation consists of six chapters. Each chapter foregrounds certain events and phenomena, and theory and method are woven in to theorize identity construction. Grounded in cultural sociology, the frameworks of Cultural Historical Activity Theory (CHAT), and the sociology of emotions, illuminate key understandings about the construction of teaching identity. Multiple data sources including field notes, transcribed audio and videotapes, and cogenerative dialogues are used. I employ a hermeneutic phenomenological approach to data analysis. This research has salient implications for museum-university partnerships, and training for museum floor staff and has the potential to inform policy-making for pre-service teaching clinical fieldwork experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10