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dc.contributor.advisorBurns, Amy
dc.contributor.authorCrawford, Kathryn
dc.date2021-11
dc.date.accessioned2021-07-19T22:12:03Z
dc.date.available2021-07-19T22:12:03Z
dc.date.issued2021-07
dc.identifier.citationCrawford, K. (2021). School-Based Leader Stories of Field Experiences Constituting the Teaching Profession (Unpublished doctoral thesis). University of Calgary, Calgary, AB.en_US
dc.identifier.urihttp://hdl.handle.net/1880/113653
dc.description.abstractWhile there is a significant body of research on teacher preparation field experience, there are few studies that include the school-based leader stories. The purpose of this qualitative study was to use Critical Narrative Inquiry to draw on school-based leader experiences to provide insight into how they perceive preservice teacher preparation in their own school community. A secondary purpose was to identify communicative processes that shape the teaching profession at the point of preservice teacher field experiences using Bourdieu’s social theory to reveal practices and dispositions that are valued and reproduced. I applied a communicative flows model to examine how communication constitutes an organization, a method of critical narrative inquiry. I conducted two semi-structured interviews of ten school-based leaders who regularly participate in field experiences. Using a constant comparative analysis, I identified communicative acts that revealed ways in which the teaching profession is organized and reproduced through field experiences. The findings revealed that school communities use a variety of communicative acts including collaboration, questioning, and reflection to engage in sense-making of explicit and implicit knowledge of teaching practices and dispositions. Consequently, contextual knowledge and partner teachers as role models are positioned as authorities in preservice teacher preparation. School-based leaders also indicated preservice teachers were expected to be more prepared for teaching than they are. Yet, they viewed preservice teachers as emerging teachers when they enacted the dispositions and language of their field experience community. The communicative flows revealed that school-based leaders view field experience as a social location of knowledge transmission through which local and collective practices develop. This study also highlighted the tension between socializing preservice teachers to the field experience community and a desire for preservice teachers to be well-prepared for all contexts. I recommend opportunities to increase collaboration between school-based leaders and school communities to facilitate a broader view of field experience contexts. I also provide recommendations for increased reflection and disruption of the idealized partner teacher and preservice teacher.en_US
dc.language.isoengen_US
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectCritical Narrative Inquiryen_US
dc.subjectOrganizational Storytellingen_US
dc.subjectCommunication Constitutive of Organizationsen_US
dc.subjectSchool-based Leadersen_US
dc.subjectPreservice Teachersen_US
dc.subjectField Experienceen_US
dc.subjectBourdieuen_US
dc.subjectSocializationen_US
dc.subjectKnowledge Acquisitionen_US
dc.subjectRecognitionen_US
dc.subjectEvaluationen_US
dc.subjectPartner Teacheren_US
dc.subjectPreservice Teacher Preparationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Social Sciencesen_US
dc.subject.classificationEducation--Sociology ofen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.subject.classificationSociology--Organizationalen_US
dc.titleSchool-Based Leader Stories of Field Experiences Constituting the Teaching Professionen_US
dc.typedoctoral thesisen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
thesis.degree.nameDoctor of Education (EdD)en_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
dc.contributor.committeememberGereluk, Dianne
dc.contributor.committeememberMcDermott, Mairi
dc.contributor.committeememberBrown, Barbara
dc.contributor.committeememberCherkowski, Sabre
ucalgary.item.requestcopytrueen_US


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.