| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433537 |
| 005 | | 20200225143245 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085590662 |
| 035 | |
▼a (MiAaPQ)AAI22583476 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 507 |
| 100 | 1 |
▼a Wray, Kraig A. |
| 245 | 10 |
▼a First-Year Science Teacher Identities as Navigations through the Figured Worlds of Schools. |
| 260 | |
▼a [S.l.]:
▼b Michigan State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 155 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-02, Section: A. |
| 500 | |
▼a Advisor: Richmond, Gail. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Michigan State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a A challenge for teacher education programs is preparing novice teachers to utilize progressive teaching practices for the purpose of leveraging student learning. When novice teachers are placed in challenging contexts, progressive practices are often under-utilized and replaced with traditional methods that are more teacher-centered. How best to prepare teachers for various teaching contexts requires an appreciation of factors that influence the professional identity and shape the actions of teachers. For this study, I took a sociocultural lens, which placed teachers as individuals who act within larger systems of power. I used figured worlds as a lens through which to investigate the factors that influence teacher agency as it mediates and is mediated by novice teacher's professional identity. This case study investigated three first-year science teachers in high-needs schools. Through the narratives told by these teachers about the culture and systems of power of their schools, I sought to gain insight into their teaching practices and agentic actions. I also sought to investigate these actions as they relate to the professional identities they develop within their figured worlds. |
| 590 | |
▼a School code: 0128. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Science education. |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0714 |
| 710 | 20 |
▼a Michigan State University.
▼b Curriculum, Instruction, and Teacher Education - Doctor of Philosophy. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-02A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0128 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492785
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |