Disturbing practice : reading and writing (social studies) teacher education as text
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Segall, Avner
issued: 2009-07-03T21:40:00Z
issued: 1999
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: 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 abo…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/10123
extent: 24993595 bytes
format: application/pdf
note: DISTURBING PRACTICE: READING A N D WRITING (SOCIAL STUDIES) TEACHER EDUCATION AS TEXT By A V N E R SEGALL B. A., Tel Aviv University, 1985 B. Ed., University of British Columbia, 1993 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF T H E REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in T H E FACULTY OF G R A D U A T E STUDIES (The Centre for the Study of Curriculum and Instruction, Faculty of Education) We accept thi^hesis as coJjf/n^ ming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July 1999 © Avner Segall, 1999 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of <Cu The University of British Columbia Vancouver, Canada DE-6 (2/88) A b s t r a c t 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 be…
has type: Thesis/Dissertation
date issued: 1999-11
is shown at: 10.14288/1.0054856
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/10123