Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Bárbara C. Cruz, Ed.D.
Committee Member
Ann Cranston-Gingras, Ph.D.
Committee Member
Philip C. Smith, Ph.D.
Committee Member
Stephen J. Thornton, Ph.D.
Keywords
Care Theory, Social Studies, Teacher Preparation
Abstract
Care is something we expect educators to demonstrate towards their students, but are theythemselves being taught the importance of care in education and prepared to enact it in their classrooms? The existing literature on care and care theory in education is limited, but shows a link between care and student success; many educators also point to anecdotal evidence of the importance of care. This study sought to examine themes of care in national standards for teacher preparation. Through the use of directed qualitative content analysis, three national teacher preparation standards (the Council for the Accreditation of Educator Preparation, the Interstate Teacher Assessment and Support Consortium, and the National Council for the Social Studies National Standards for the Preparation of Social Studies Teachers) were analyzed for elements of care. Document analysis revealed that although care is reflected in the standards, it is included only to a limited extent. Since care and student success seem to be linked, the findings of this study are used to argue for significant changes to teacher preparation with respect to care and care theory.
Scholar Commons Citation
Agramonte, Vanializ, "Caring in Social Studies: An Examination of Teacher Preparation Standards" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10151
