Date of Award
8-3-2017
Publication Type
Doctoral Thesis
Degree Name
Ph.D.
Department
Education
Keywords
Agency, Compressed Time, Critical Consciousness, Grounded Theory, Legitimate Power, Preservice Teachers
Supervisor
Greig, Christopher
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
The study utilized grounded theory methods and methodology to explore how critical pedagogy, as practised by a small group of university education professors, shapes and influences the development of a critical consciousness (CC) among preservice teacher candidates. This study was prompted by the recognition that a limited number of empirical studies within the educational research literature examine the process and outcomes of socially just teaching and learning at the preservice level. The emerging grounded theory explains that facilitating CC among preservice teachers is a complex process that is mediated by pedagogical and institutional mechanisms. The institutional mechanisms of compressed time, limited opportunities for student agency, and lecture-based approaches to teaching were conveyed as having negative implications on developing a critical consciousness. However, there were “consciousness raising” learning experiences among the preservice teacher participants in this study when professors productively navigated these detrimental mechanisms by enacting legitimate forms of power and facilitating dialogical learning contexts. Navigating these mechanisms resulted in partially resisting the impact of the broader neoliberal contexts that shape day-to-day institutional practices.
Recommended Citation
Pollard, Barbara Anne, "Exploring the Facilitation of Critical Consciousness With Preservice Teachers" (2017). Electronic Theses and Dissertations. 6593.
https://scholar.uwindsor.ca/etd/6593