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Negotiating their horizons: Preservice English/language arts teachers in urban public schools

Chehayl, Laurel Kristine

Abstract Details

2007, PHD, Kent State University, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies.
This qualitative hermeneutic study examined the lived experiences of 5 preservice secondary English/language arts teachers. It specifically examined their negotiation of an early urban field placement and their reflections upon the general methodology course in which it was embedded. The course was designed to facilitate their understanding of Henderson’s (2001) teaching for democratic living through 3S understanding. The study employed an adaptation of Pinar’s (1976) method of currere to scaffold their reflection. The study examines the origins of the participants’ pre-understandings of urban public schools, as well as their considerations of them after leaving the field. Incorporated in to the participants’ currere narratives are also their reflections on Henderson’s teaching for democratic living and Pinar’s currere.
James Henderson (Advisor)
226 p.

Recommended Citations

Citations

  • Chehayl, L. K. (2007). Negotiating their horizons: Preservice English/language arts teachers in urban public schools [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1170189332

    APA Style (7th edition)

  • Chehayl, Laurel. Negotiating their horizons: Preservice English/language arts teachers in urban public schools. 2007. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1170189332.

    MLA Style (8th edition)

  • Chehayl, Laurel. "Negotiating their horizons: Preservice English/language arts teachers in urban public schools." Doctoral dissertation, Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1170189332

    Chicago Manual of Style (17th edition)