Honors Capstone Project
Date of Submission
Teaching and Leadership
Capstone Prize Winner
Won Capstone Funding
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.
Evans, Nicole, "An Auto-Ethnographical View of the Growth in a Pre-Service Teacher" (2019). Syracuse University Honors Program Capstone Projects. 1081.
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Available for download on Friday, June 26, 2020