Award Date

May 2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Jane McCarthy

Second Committee Member

Steven Bickmore

Third Committee Member

LeAnn Putney

Fourth Committee Member

Shaoan Zhang

Number of Pages

204

Abstract

Who is the self that teaches (Palmer, 1998)? One way of uncovering a teacher’s self may be to allow beginning preservice teachers the opportunity to share their education stories, which may then allow them to explore their initial self-concepts of their roles as future teachers. This study used narrative inquiry and the arts-based activities of a multimedia reflective journal and a memoir reflective assignment as tools to help beginning preservice teachers discover and learn from their education stories. The frameworks of arts-based education research, transformative learning, and transformative teaching provided a unique lens through which to explore the education stories of the beginning preservice teacher participants. This study’s exploration of the education stories of beginning preservice teachers has implications for the future of preservice teacher training.

Keywords

arts-based education research; multimedia reflective journal; narrative inquiry; preservice teachers; teacher reflection; transformative learning

Disciplines

Education | Higher Education Administration | Teacher Education and Professional Development

File Format

pdf

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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