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Dual Certification Teacher Candidate Identity Development During Field Experiences.
Dual Certification Teacher Candidate Identity Development During Field Experiences.
상세정보
- 자료유형
- 학위논문
- Control Number
- 0017163960
- International Standard Book Number
- 9798383705469
- Dewey Decimal Classification Number
- 371
- Main Entry-Personal Name
- Yang, Yuewn-Lann Radeen.
- Publication, Distribution, etc. (Imprint
- [S.l.] : The University of Wisconsin - Madison., 2024
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- Physical Description
- 227 p.
- General Note
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- General Note
- Advisor: Ruppar, Andrea.
- Dissertation Note
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- Summary, Etc.
- 요약Field experiences during teacher preparation are fundamental to helping teacher candidates understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This multiple case study examined the perspectives of three special education dual certification teacher candidates, their cooperating teachers, and university supervisors to understand how having multiple placements (i.e., special and general education) influences their teacher identity development. Findings revealed teacher candidates negotiated their dual student-teacher identity through their interactions with people within and across physical and social spaces. Having field experiences across the disciplines also allowed teacher candidates to compare the identities and roles of special and general educators to conceptualize their identities as future dually certified teachers. Through this comparison, the teacher candidates realized that dually certified teachers (a) have a bigger "toolbox," (b) are advocates of inclusive education, and (c) are collaborators. The ideas supported teacher candidates in developing their teacher identities and defining their future career aspirations as dually certified teachers.
- Subject Added Entry-Topical Term
- Special education.
- Subject Added Entry-Topical Term
- Teacher education.
- Subject Added Entry-Topical Term
- Disability studies.
- Index Term-Uncontrolled
- Dual certification
- Index Term-Uncontrolled
- Field experience
- Index Term-Uncontrolled
- Student teaching
- Index Term-Uncontrolled
- Teacher identity
- Index Term-Uncontrolled
- General education
- Added Entry-Corporate Name
- The University of Wisconsin - Madison Special Education
- Host Item Entry
- Dissertations Abstracts International. 86-02A.
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:656852
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aYang, Yuewn-Lann Radeen.
■24510▼aDual Certification Teacher Candidate Identity Development During Field Experiences.
■260 ▼a[S.l.]▼bThe University of Wisconsin - Madison. ▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a227 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Ruppar, Andrea.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aField experiences during teacher preparation are fundamental to helping teacher candidates understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This multiple case study examined the perspectives of three special education dual certification teacher candidates, their cooperating teachers, and university supervisors to understand how having multiple placements (i.e., special and general education) influences their teacher identity development. Findings revealed teacher candidates negotiated their dual student-teacher identity through their interactions with people within and across physical and social spaces. Having field experiences across the disciplines also allowed teacher candidates to compare the identities and roles of special and general educators to conceptualize their identities as future dually certified teachers. Through this comparison, the teacher candidates realized that dually certified teachers (a) have a bigger "toolbox," (b) are advocates of inclusive education, and (c) are collaborators. The ideas supported teacher candidates in developing their teacher identities and defining their future career aspirations as dually certified teachers.
■590 ▼aSchool code: 0262.
■650 4▼aSpecial education.
■650 4▼aTeacher education.
■650 4▼aDisability studies.
■653 ▼aDual certification
■653 ▼aField experience
■653 ▼aStudent teaching
■653 ▼aTeacher identity
■653 ▼aGeneral education
■690 ▼a0529
■690 ▼a0530
■690 ▼a0201
■71020▼aThe University of Wisconsin - Madison▼bSpecial Education.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163960▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
