Although preservice teacher education comprises only a small part of student
teachers' socialization into the teaching profession, it nevertheless has an
important impact of student teachers imagination through an educative world it
renders both possible and the intelligible.
Anchored in a secondary social studies methods course at the University
of British Columbia, and following six of its student teacher participants through
their university- and practicum-based experiences, this year-long ethnographic
study explores the production of knowledge and knowing in presevice teacher
education. As such, it examines how particular versions and visions of education,
teaching, and learning are made possible as well as on what they, in turn, make
possible for prospective social studies teachers learning to teach. Exploring how
teachers' ways of being are dependent, in part, on student teachers' ways of
becoming, this study examines what happens to student teachers during their
preservice education and, as a result, what they make happen because of what
happens to them. Examining the complex relationship between the knowledge
student teachers are given and the knowledge they themselves produce, this
dissertation considers not only what student teachers choose to say and do but
also what structures their choices.
Disturbing the practice of teacher education by examining how discourses
use and are used and what, in the process, gets covered over, silenced, and
ignored, this dissertation attempts to extend the traditional exploration of how
prospective social studies student teachers learn to manage ideas and theories in
the teacher education classrooms to the examination of how the use of ideas and
theories in those very classrooms manages those who attempt to engage them.
Organized as a multivocal text in which the running narrative is
interrupted and interrogated by the researcher's own reflexive comments about
the impossibilities of knowing and those of the participants about the study and
its textualization, this dissertation focuses on the problematics and possibilities in
the process of learning to teach, highlighting and publicly engaging them in
order to bring more of what we do in university-based teacher education
classrooms into the fold of the discussion both about and in teacher education
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/10123 |
| Date | 11 1900 |
| Creators | Segall, Avner |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Relation | UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
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