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dc.contributor.authorButler, Brandon Marshall
dc.date.accessioned2014-03-04T20:01:59Z
dc.date.available2014-03-04T20:01:59Z
dc.date.issued2011-08
dc.identifier.otherbutler_brandon_m_201108_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/butler_brandon_m_201108_phd
dc.identifier.urihttp://hdl.handle.net/10724/27407
dc.description.abstractThis research provides a case study of two preservice social studies teachers participating in paired student teaching and how they implement into practice their university-based learning. Providing additional context for the case study is the inclusion of the paired teachers’ university supervisor and mentor teacher, and the paired student teachers’ participation in a student teaching seminar. Through the use of interviews, observations of school-based and university-based teaching and learning, and document analysis, this study explores how the collaborative relationship between paired teachers allows for a conceptual understanding of teacher education program goals and the pedagogical implementation of those goals in practice. The research was designed to examine the potential impact paired student teaching has on creating coherent learning and teaching experiences for preservice teachers within a teacher education program.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectPaired Student Teaching
dc.subjectProgram Coherence
dc.subjectSocial Studies Education
dc.subjectStudent Teaching
dc.subjectStudent Teacher Mentoring
dc.subjectUniversity Supervision
dc.titlePaired student teaching and program coherence
dc.title.alternativea case study of promoting visions of teaching and learning in preservice social studies teacher education
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorSocial Science Education
dc.description.advisorTodd Dinkelman
dc.description.committeeTodd Dinkelman
dc.description.committeeJennifer James
dc.description.committeeAndrew Gitlin


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