Articulating the Experiences and Perceptions of Graduates

219 Pages·2017·2.38 MB·English

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Theses and Dissertations
9-30-2014
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Cynthia Lucretia Thompson
Illinois State University, [email protected]
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Thompson, Cynthia Lucretia, "Articulating the Experiences and Perceptions of Graduates From An Inner
City Field-Based Teacher Preparation Program: A Sociocritical Perspective" (2014). Theses and
Dissertations. 287.
https://ir.library.illinoisstate.edu/etd/287
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ARTICULATING THE EXPERIENCES AND PERCEPTIONS OF
GRADUATES FROM AN INNER CITY FIELD-BASED
TEACHER PREPARATION PROGRAM:
A SOCIOCRITICAL PERSPECTIVE

Cynthia L. Thompson
205 Pages May 2015

Teacher preparation has been the center of educational reform in the United States
for many years. A review of literature proposes that many universities are addressing the
educational challenge of developing stronger teacher preparation programs by
collaborating with neighborhood schools to implement field-based teacher preparation
programs. To improve programs of this nature, the experiences and perceptions of
graduates who participated in the program must be explored. A number of
recommendations for educational reform exist on the topic of teacher preparation, but
much-needed research must be done on the experiences and perceptions of participants in
field-based teacher preparation programs. Current research on field-based teacher
preparation pinpoints a critical need to identify whether these programs prepare teachers
adequately for the teaching profession. Previous research reminds us of the importance
of informing educational policymakers, state boards of education, schools of education
and the wider educational community in the continued development of field-based
teacher preparation programs nationwide.
ARTICULATING THE EXPERIENCES AND PERCEPTIONS OF
GRADUATES FROM AN INNER CITY FIELD-BASED
TEACHER PREPARATION PROGRAM:
A SOCIOCRITICAL PERSPECTIVE

CYNTHIA L. THOMPSON

A Dissertation Submitted in Partial
Fulfillment of the Requirements
for the Degree of

DOCTOR OF EDUCATION
School of Teaching and Learning
ILLINOIS STATE UNIVERSITY
2015
ARTICULATING THE EXPERIENCES AND PERCEPTIONS OF

GRADUATES FROM AN INNER CITY FIELD-BASED
TEACHER PREPARATION PROGRAM:
A SOCIOCRITICAL PERSPECTIVE

CYNTHIA L. THOMPSON

COMMITTEE MEMBERS:
Barbara Meyer, Chair

Sandra Westbrooks

Miranda Lin
Copyright 2015 Cynthia L. Thompson
ACKNOWLEDGMENTS

This dissertation is dedicated to my dad William Thompson Jr.; mom Baulkus
Chula Heard; Aunt Lucretia Gale Heard; Uncle Antanasio Resendez; and Dr. Ward
Weldon, my mentor and close friend, who encouraged me while in graduate school at the
University of Illinois/Chicago and afforded me the opportunity to work as his assistant in
the “Principal’s Summer Institute” and on our research project in Africa. All encouraged
me to pursue a doctorate degree and later passed during my journey.
Thank you to my committee members, Dr. Barbara Meyer, Dr. Sandra
Westbrooks, and Dr. Miranda Lin. Thank-you Dr. Athanase Gahungu for the many
conversations and guidance regarding my research. The daily phone calls from my close
friends Rudy Sagers, Tonya Johnson, Yolanda Thompson, Levetrice Gant, and Sharon
Rushing for keeping me encouraged, focused, and motivated. My Uncle Ahbran
Resendez for your ongoing words of wisdom, encouragement, love, and support.
I would like to express my deepest gratitude to: my dissertation chair Dr. Barbara
Meyer, and Dr. Amy Hurd, Graduate School Director, for their ongoing support and
patience; Dr. Haling, for supporting me and affording me the opportunity to serve as the
student representative on the Graduate Council for the College of Education; and Dr.
Lydia Kyei-Blankson for assisting in my development and understanding as a qualitative
researcher in analyzing and reporting qualitative data. Thank you all for your ongoing
support and positive words of encouragement over the past year.
i
Dr. Westbrooks, I want to take this opportunity to let you know how much I
respect and admire you as a friend, mentor, and professional. The knowledge and wisdom
you have imparted to me has played a major role through my career. I believe my success
is due, at least in part, to your ongoing encouraging words, sincere support, and telling
me: “Do not stop at a Bachelor’s Degree. Go all the way and earn a Doctorate Degree.”
Even though you were incredibly busy, you have always been there to assist me. You
have taught me how to break through many barriers to accomplish my goals and how to
confront difficult challenges with intelligence, patience, and perseverance. I truly
appreciate and value everything I have acquired from you.
Thank you for supporting my interest in international education and allowing me
to travel to Nakajo, Japan, to conduct research entitled “A Comparative Analysis of the
Educational System in Japan to Chicago, Illinois.” Most importantly, thank you for being
a great mentor and always keeping the door open to engage in dialogue with me. You
have been a great role model and an inspiration in my development as a professional and
researcher.
C. L. T.
ii
CONTENTS
Page

ACKNOWLEDGMENTS i

CONTENTS iii

TABLES viii

FIGURES ix

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND 1

Background of the Study 2
Statement of the Problem 6
Nature and Purpose of the Study 9
Research Question 11
Significance of the Study 12
Theoretical Foundations 14
Definition of Terms 18
Conclusion 20

II. LITERATURE REVIEW 22

Field-Based Defined 23
Prior Experience 24
Field-Experience 25
Historical Perspective 26
Need for Study 41
Interpretivism Literature Review 42

Interpretivism: A Working Definition 42
Interpretivism as Related to Education 45
Interpretivism as Related to This Research 46
Social Interpretivism 49
Critical Interpretivism 51

iii
Social Critical Interpretivism 54
Sociocritical Interpretivism 55

Language, Culture, and Experience 58
Language, Culture, and Experience (LCE) in the Community 61

Conclusion 62

III. METHODOLOGY 64

Research Design 65
Tenets of Phenomenology 66

Listening 66
Conversation 66
Validating the Experience 67
Describing the Experience 67
Interpreting and Analyzing the Experience 68
Disclosure of Data 68

Researcher Bias 68
Field-Based Participants 69

University Background 71
Participants’ Background 71

Data Collection Procedures 73
Interviewing 75
Kvale’s Seven Stages of Interviewing 75
Seidman’s Three-Stage Interview Process 77
Data Collection 80
Data Analysis 82

Saturation 83
Juxtaposition 83

Reliability and Validity 84

Reliability 84
Transcriptions 85
Coding 85
Crosschecking 86

Validity 86
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Transcription 87
Member Checking 88
Description 88
Clarifying Bias 88
Adverse Data 89
Time 89
Internal Validity 89

Ethical Considerations 90
Limitations of the Methodology 91
Conclusion 93

IV. ANALYSIS OF RESEARCH 95

Developed Themes 98
Perceptions 100

Daily Challenges 101

Experience 102

Protective Behavior 106
Positive or Negative Experience 107
Volunteerism 109
Life Experiences 110

Preparation 112

One-on-One Mentoring 117
As a First Year Teacher 117
Understanding their Role as an Educator 119

Teacher Efficacy 121

Collaboration 122

Disposition 124

Knowledge and Skills 124

Collaborative Relationships 126

Professional Relationships 129
Coordinator 130
Trusting Relationships 131
v