Bridging the Gap Between Theory and Practice
Subtitle: The Influence of a Pre-Service Teaching Residency at a Historic Site, Archive, Library, or Museum on In-Service Pedagogical Practices
By: Nicholas Coddington
Publisher: [publisher not identified]
Published: 2020
Place of publication: [New York, N.Y.?]
Language: eng
Description: Over the last 30 years, colleges of education across the nation and around the world have examined and deliberated how best to prepare pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Implementing an ex post facto sequential explanatory mixed methods research methodology, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.
Notes: Department: Teaching of Social Studies.

Thesis advisor: Christine Baron.

Thesis (Ph.D.)--Columbia University, 2020.