Document Type

Honors Capstone Project

Date of Submission

Spring 5-1-2019

Capstone Advisor

Sharon Dotger

Honors Reader

Jill Christian-Lynch

Capstone Major

Teaching and Leadership

Capstone College

Education

Audio/Visual Component

no

Capstone Prize Winner

no

Won Capstone Funding

no

Honors Categories

Professional

Subject Categories

Education

Abstract

This thesis is an auto-ethnography that examines how field experiences in diverse classrooms can grow and deepen a pre-service teacher's understanding of complex pedagogical ideas. It examines how experiences changed the subject’s view on the role of classroom culture in classroom management, and how the intersection of those two important aspects of teaching can increase positive classroom space. Also examined are the similarities and differences between hands-on learning and inquiry-based learning, as well as how using those together results in greater understanding, deeper comprehension, and a higher level of enjoyment in the students. Lastly, this auto-ethnography shows how interacting with students on many different levels can increase ones understanding of students and of the relationships between students, their peers, and their teachers. The purpose of this reflective auto-ethnography is to show how a teacher preparation program can enhance and deepen the understanding of a pre-service teacher, as well as to explore the different facets of important pedagogical ideas.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Available for download on Friday, June 26, 2020

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