Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This thesis will discuss how the development of teacher identity is a necessary component of pre-service teachers schooling. Through social foundations of education, dialogue about systemic oppression and teachings on historical ramifications of the educational system, pre-service teachers can develop a deeper understanding of the students around them. Current teacher education programs focus on a limited exposure to Culturally Relevant Pedagogical ideologies. Pre-service teachers can choose whether to address inherent biases or to remain unaware of their inherent dysconscious biases. Developing teacher education programs that help foster critical consciousness through reflection, action, and dialogue are all important issues that should be addressed in teacher education.

Comments

Thesis (M.A.) Teacher Education Department

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