A Life in Teaching Is a Stitched Together Affair: Teacher Academy Instructors' Narratives and Ideologies
出版項
Ann Arbor : ProQuest Dissertations & Theses, 2019
說明
153 p
附註
Source: Dissertations Abstracts International, Volume: 80-10, Section: A
Publisher info.: Dissertation/Thesis
Poetter, Thomas
Thesis (Ph.D.)--Miami University, 2019
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Teacher academies (TAs) are programs developed on the high school level to jump start pre-service teacher training. In Southwest Ohio, there are roughly 12 teacher academy programs. These programs are regulated by the Ohio Department of Education, and they fall under the umbrella of Career Technical Education. TAs are pathway programs meant to prepare secondary students for a possible career in education by aligning with Introduction to Education courses at Ohio institutions of higher learning. In the field of pre-service teacher training, the study of teacher academies and their possible implications is untapped. In this study, it is asked: What do teacher academy instructors' narratives about pedagogy and curricular foci reveal about the instructors and the programs? Situated in interpretivism, the theory of narratology and the methods of narrative inquiry and portraiture are used to examine the narratives of four Southwest Ohio TA instructors, including the author. Renderings, or “portraits,” were created using Clandinin and Connely's (2000) metaphorical “soup,” a narrative form made up of, always in different combinations and significance, narration + description + argument (pp. 154-155). Data collection involved semi-structured conversations/interviews, class observations, and a focus group conversation. The findings of the study echo and extend the literature and focus on the importance of TA “teacher stories” from a practical, social and scholarly lens. There is also a rich discussion of student-centered pedagogy and curriculum theory. The study further interrogates the prevalence, or lack thereof, of critical pedagogy in these secondary programs
