Graduate Thesis Or Dissertation

 

Provoking Change : The Role of a Course in Funds of Knowledge in Disrupting Preservice Teachers' Thinking About Teaching Culturally and Linguistically Diverse Learners Public Deposited

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  • This qualitative study examines the role of a graduate level multicultural teacher education course in disrupting preservice teachers' beliefs and assumptions about teaching culturally and linguistically diverse learners. This study is motivated by the following research question: What are the actions that take place in a funds of knowledge course that support the disruption of preservice teachers' commonplace thinking about teaching, content, and diverse children? Previous research indicates the demand for culturally competent teachers prepared to appropriately and effectively meet the needs of an increasingly diverse student body. Studies highlight inconsistent course offerings in teacher education programs that focus on cultural diversity in meaningful ways and prepare teachers to practice culturally responsive teaching. This study advances our understanding of a unique teacher education course focused on a funds of knowledge approach for teaching that challenges preservice teachers' traditional views of teaching and learning, the role of content in the classroom, and views of students from diverse cultural and linguistic backgrounds. Data include documents created by two separate cohorts of math and science teacher candidates that were collected after completion of the course. Using methods from constructivist grounded theory, data were analyzed to uncover the ways in which the course disrupts preservice teachers' thinking. The findings from the research illustrate how the course employs the repeated actions of provoking, grappling, supporting, and reflecting, as well as the course activities of discussing, journaling, and debriefing that lead preservice teachers to renegotiate traditional teaching and learning; reconsider the importance of teaching content as secondary to getting to know students as individuals; and position students as experts with varied and valuable funds of knowledge. The findings support an understanding of disruption occurring through (a) discomfort, (b) direct experiences with diverse learners, and (c) dialogue, that offers insights for teacher educators developing courses aimed at creating culturally competent teachers committed to creating equitable learning for diverse students.
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  • description.provenance : Made available in DSpace on 2015-09-25T21:06:44Z (GMT). No. of bitstreams: 1 ThiemensCassieR2015.pdf: 2198063 bytes, checksum: 81d22c18373aafbae940494ca77d2e0c (MD5) Previous issue date: 2015-09-15
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  • description.provenance : Approved for entry into archive by Laura Wilson(laura.wilson@oregonstate.edu) on 2015-09-25T21:06:44Z (GMT) No. of bitstreams: 1 ThiemensCassieR2015.pdf: 2198063 bytes, checksum: 81d22c18373aafbae940494ca77d2e0c (MD5)

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