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dc.contributor.advisor Gray, Dr. Mariama
dc.contributor.advisor Mucetti, Dr. Rosanna
dc.contributor.author Patel, Sonal
dc.date.accessioned 2019-09-04T19:02:01Z
dc.date.available 2019-09-04T19:02:01Z
dc.date.issued 2019-06-01
dc.identifier.uri http://hdl.handle.net/10211.3/213159
dc.description.abstract Preservice teachers are underprepared to address the needs of racially, linguistically, and culturally diverse students in their daily practice. They also report difficulty in countering White bias as it appears in daily teaching. As a result of this lack of preparation, many teachers do not have the capacity to challenge systemic inequities and institutional barriers once they become credentialed new teachers in classrooms. Many researchers have called for teacher education programs to focus on developing critical consciousness and teaching for social justice to disrupt this phenomenon. What is less chronicled is whether and how teacher educators, specifically field supervisors, are prepared to investigate issues of inequity with preservice teachers. In this qualitative, participatory action research (PAR) study, I collaborate with a lead field supervisor to examine how field supervisors are and can be supported in the work of developing critical consciousness among preservice teachers. Two research questions drive this study: 1) How does a teacher education program support field supervisors in engaging in critical consciousness work with preservice teachers within their student teaching placement? 2) How does field supervisors’ capacity for critical consciousness impact their work with preservice teachers? This study will utilize a theoretical framework informed by a multidimensional theory of racism in education, enabling me to attend to the sociopolitical factors that undergird the teacher education program setting. This PAR study will include narrative inquiry as a method and will utilize narrative discussion, a series of unstructured, open-ended interviews, as the primary method of data collection.
dc.description.sponsorship Department of Educational Leadership for Social Justice
dc.format.extent x ; 154 p.
dc.subject Educational leadership
dc.subject.lcsh Student teachers -- United States
dc.title Supervising Preservice Teacher Critical Consciousness
dc.type Dissertation
dc.date.updated 2019-09-04T19:02:02Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Strom, Dr. Kathryn
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice

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