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Record identifier : 566461
Personal Name - Primary Intelectual Responsibility : Bullock, Patricia Lynne
Title and statement of responsibility : Teaching stances and diversity: Exploring preservice teachers' stances through a secondary education course [Thesis]
Publication, Distribution,Etc. : The Pennsylvania State University, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , The Pennsylvania State University
Summary or Abstract : The purpose of this study is to examine how preservice teachers' teaching stances were affected by critical-consciousness raising experiences in relation to ability, class, sexual identity, gender identity, and race. Seventeen preservice teachers, enrolled in a 10-week required secondary teacher education course, volunteered to participate in the study. During the course, data were gathered by conducting in-class observations and collecting written assignments focused on teaching stances and written responses regarding the critical-consciousness raising course experiences. Furthermore, 11 of the 17 participants were asked to participate in individual interviews for a more in-depth exploration of their teaching stances. Ultimately, data from six participants--Belle, Esperanza, John, Rand, Ulrich, and Serenity, were selected for this dissertation..
Information of biblio record : TL
 
 
 
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