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Author ORCID Identifier
https://orcid.org/0000-0002-9378-4195
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2020
Month Degree Awarded
May
First Advisor
Sally Campbell Galman
Subject Categories
Curriculum and Instruction | Education | Teacher Education and Professional Development
Abstract
This phenomenological-inspired study seeks to understand both how preservice teachers make sense of their roles as anti-sexist educators and what effects participating in anti-sexism professional development (PD) may have on preservice teachers’ beliefs and practices, specifically as they connect to gender. Through four video-recorded workshops centered on an anti-sexist curriculum, questionnaire data, and subsequent individual semi-structured interviews, this study found four distinct yet interconnected themes. The first two themes: (1) Hesitancies and (2) There, Not Here, elucidate the precariousness of the teacher candidate role. While the following themes: (3) Shifts and (4) More, demonstrate the effects of participating in this PD. These findings significantly contribute to research on shifting teacher beliefs and practices, particularly conversations focused on preservice teachers and the teacher education classroom. Additionally, this study found that educational sexism manifested not only in participants’ past and present educational contexts, but also within the researcher’s facilitation and write up of the study. This work has implications for the teacher education classroom specifically and teacher education programs more largely.
DOI
https://doi.org/10.7275/17129061
Recommended Citation
Pfeifer, Kimberly J., "“If You’re Not Disrupting It, Then Who Is?”: Understanding the Effects of Participating in Anti-Sexism Workshops on Preservice Teachers’ Beliefs and Practices" (2020). Doctoral Dissertations. 1907.
https://doi.org/10.7275/17129061
https://scholarworks.umass.edu/dissertations_2/1907
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons