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A Case Study of a Voluntary Preservice Teacher Community of Practice Focused on Urban Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Case Study of a Voluntary Preservice Teacher Community of Practice Focused on Urban Education./
Author:	Hogue, Breanya C.
Description:	1 online resource (281 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380041959

A Case Study of a Voluntary Preservice Teacher Community of Practice Focused on Urban Education.
Hogue, Breanya C.

A Case Study of a Voluntary Preservice Teacher Community of Practice Focused on Urban Education. - 1 online resource (281 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--Indiana University, 2023.

Includes bibliographical references

This dissertation study explores a voluntary preservice teacher led club, LEARN (pseudonym) focused on urban education. The club meetings varied consisting of approximately 10-15 Preservice Teacher (PST) members each session. Members were predominantly White newcomer and oldcomer participants that met regularly (twice a month) to engage in various activities to build their understanding of how to work with students from diverse backgrounds. Activities included but were not limited to guest experts that specialized in diverse areas or had teaching experience in urban contexts, group community service, and field opportunities in diverse contexts. Utilizing the Community of Practice (CoP) framework (Wenger, 2006) as a method for evaluating the presence of peripheral participation, safe environment, and critical dialogue, this qualitative case study (Yin, 2013) interrogated whether the LEARN club functioned as a legitimate CoP. A separate emergent teacher activism framework (Freire, 1996; Picower, 2012; Quan, Bracho, Wilkerson, & Clark, 2019) was also employed to evaluate if and how emergent teacher activism was present within the club. Thematic analysis was used to analyze and interpret the data sources, which included field observations, semi-structured interviews, and field notes. From the analysis and coding, results revealed evidence of peripheral participation, safe environment, and critical dialogue within the LEARN club, confirming that it was a legitimate CoP. Also, there was evidence of emergent teacher activism within the club. Findings from this study offer promise for teacher education programs as they reimagine innovative considerations for preparing Preservice Teachers to work with students from diverse backgrounds. Recommendations include but are not limited to teacher training beyond the formal teacher preparation program, cultivating informal PST-led spaces as well as creating leadership opportunities through emergent teacher activism, and valuing PST voices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380041959Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Community of PracticeIndex Terms--Genre/Form:

554714
Electronic books.

A Case Study of a Voluntary Preservice Teacher Community of Practice Focused on Urban Education.
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