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Confronting And Understanding Factors Of Teacher Turnover: A Deep-Rooted Phenomenon Employing An Autoethnographic Perspective, Elizabeth G. Hill
Confronting And Understanding Factors Of Teacher Turnover: A Deep-Rooted Phenomenon Employing An Autoethnographic Perspective, Elizabeth G. Hill
Doctor of Education in Elementary and Early Childhood Education Dissertations
This qualitative autoethnographic study explores the phenomenon of teacher turnover as it relates to the researcher’s specific contexts and personal experiences. Through the acts of journaling, coaching, and narrative writing, teachers can better understand influences of culture on their beliefs, values, attitudes, and decisions – especially in regards to actions of movement from one setting to another. The findings indicate that beliefs, values, attitudes, and decisions are learned through a school’s culture, and they can change depending on perspective. The findings also indicate that there is power in dialogue – even for teachers who never felt they had influence or …
Introspections Of An African American Preservice Teacher's Growth: An Autoethnography, Latasha S. Rawles
Introspections Of An African American Preservice Teacher's Growth: An Autoethnography, Latasha S. Rawles
Honors Undergraduate Theses
This paper takes an autoethnographic approach in exploring the growth of an African American preservice teacher during internship. This research involved daily self-reflections from the preservice teacher and observations by the supervising teachers and university liaison in order to respond to the guiding questions of how the African American preservice teacher will find a need for her presence in the classroom. As a result of the procedure, the preservice teacher was able to make meaningful connections with all students but especially with African American students who benefit from having at least one African American teacher between grades three and five …