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dc.contributor.authorKirk, Daniel John
dc.description.abstractTeacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the schools where they practice teach. Through talking to pre-service teachers in the United States, England and the United Arab Emirates, it was possible to identify themes regarding their perceptions of teacher education, and to examine how these thematic strands cross national, cultural and social borders. It was found that students across the three settings encountered many of the same concerns and issues as they navigated their way through the choppy waters of teacher education, towards entry into the teaching profession. Through allowing student teachers to talk, to explore their experiences through their use of language, it was possible to hear rich accounts of teacher education programs, the issues that arose and how these were contextualized. The study uses these narratives as the primary source of data, analyzing and exploring the voices of the student teachers.
dc.subjectTeacher Education
dc.subjectComparative Education
dc.subjectUnited Arab Emirates
dc.subjectStudent teacher narratives
dc.subjectUnited States of America
dc.titleLocal voices, global issues
dc.title.alternativea comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates
dc.description.departmentLanguage and Literacy Education
dc.description.majorEnglish Education
dc.description.advisorJames Marshall
dc.description.committeeJames Marshall
dc.description.committeeMark Faust
dc.description.committeeDiane Napier

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