عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
TLpq2395755634
انگلیسی
Bridging the Gap between Theory and Practice:
[Thesis]
Coddington, Nicholas E.
The Influence of a Pre-service Teaching Residency at a Historic Site, Archive, Library, or Museum on In-Service Pedagogical Practices
Baron, Christine
Columbia University
2020
268
Ph.D.
Columbia University
2020
Over the last 30 years, colleges of education across the nation and around the world have examined and deliberated how best to prepare pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Implementing an ex post facto sequential explanatory mixed methods research methodology, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.
Authentic teaching
Curriculum improvement
Mixed methods
Museum education
Pre-service teacher education
Situated learning
Baron, Christine
Coddington, Nicholas E.
مطالعه متن کتاب p
[Thesis]
276903
a
Y
