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Gripped by the mechanics of “walking into a sea of whiteness,” I frame this master’s thesis through the following research question: What are the live(d) experiences and stories of a teacher candidate of colour in relation to race and racism in Teacher Education? Responding to this question, I engage in a personal narrative inquiry to examine and interrogate my own live(d) experiences and stories as a teacher candidate of colour in the Faculty of Education at the University of Ottawa from 2018 to 2020. I specifically dwell in the (im)possibilities of my travelogue in the two-year program, as I travel to the past to write in the present. A process that unfolds as I arrange that journey in the following: on arrival, on beginning, on collapsing, and on finding community. The writing of which is story(ed) in my live(d) experiences through narratives, as well as journal entries and poems, which are analyzed through a closed reading, complicating and troubling the notion of racism and “white spaces” in Teacher Education.

This study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in education and their self-awareness as political actors. This research study aimed to expand the available body of research on this topic by exploring the perceptions of social studies teacher candidates concerning their roles in promoting civic engagement. This study conducted a survey of social science and elementary teacher candidates to qualitatively measure these perceptions. The study found that teacher candidates possessed entrenched conceptions of good citizenry but fail to connect social studies’ primary purpose of civic engagement with the promotion of good citizenry. The study also indicated teacher candidates lack sufficient civic engagement conceptual understanding and corresponding pedagogy to adequately perform their political roles as democratic gatekeepers. Consequently, the study’s educational implications were that social studies teachers’ and teacher candidates’ awareness of civic engagement in the social studies classroom is necessary to facilitate an effective, ethical, and objective education. Additionally, more attention must be given in teacher candidate education to address the political reality of the social science education profession.

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Many programs are experimenting with distance education technologies (e.g., webcams, interactive video, ect.) to provide support of clinical experiences. This session will review the literature to determine if using a webcam to observe teacher candidates in the field is a viable and useful option for many institutes of higher education.

Excerpt: In response to the shortage of special education teachers in rural areas, many teacher preparation programs are providing supervision to pre-service teachers via distance education technologies.

This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large university in Texas enrolled in the final year of their educator preparatory program. This research shows that as a result of integrating hip-hop pedagogy in the mathematics methods course, teacher candidates had increased knowledge and more positive perceptions of hip-hop culture, and they demonstrated a greater willingness to integrate hip-hop pedagogy in their future classrooms.

The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants in the posttest condition: (M = 67.54, SD = 19.06) responded with less total mathematics anxiety than participants in the pretest condition (M = 73.22, SD = 19.78), F (1, 133) = 40.61, p < .001, d = -.29; (M = 41.56, SD = 11.82) responded with less learning mathematics anxiety than participants in the pretest condition (M = 45.36, SD = 12.98), F (1, 133) = 38.56, p < .001, d = -.31; and (M = 25.98, SD = 8.03) responded with less mathematics test anxiety than participants in the pretest condition (M = 27.88, SD = 7.74), F (1, 133) = 29.55, p < .001, d = -.24. Also, there was a significant increase in the percentage of positive expressive writing tasks by PAC participants pre (N = 27) (M = .40, SD = .49) versus post (N = 56) (M = .84, SD = .37) intervention; p < .001 (2-sided); and no-PAC participants pre (N = 24) (M = .35, SD = .48) versus post (N = 60) (M = .88, SD = .33) intervention; p < .001 (2-sided). The results of this study can inform leadership and policy related to educator preparation.