Beaton Zirps, Jehanne2016-09-192016-09-192016-06https://hdl.handle.net/11299/182308University of Minnesota Ph.D. dissertation. June 2016. Major: Education, Curriculum and Instruction. Advisors: Mistilina Sato, Patricia Avery. 1 computer file (PDF); vii, 345 pages.Drawing heavily from narrative inquiry, arts-based research, portraiture, and fiction-based research methodologies (Barone, 2008, 2010; Barone & Eisner, 1997, 2006, 2012; Clandinin & Connelly, 2000; Lawrence-Lightfoot, 1977; Leavy, 2013; Maynard & Cahnmann-Taylor, 2010; Rolling, 2013), the author has written a postmodern dissertation, told from multiple points of view, about the intersections of learning to teach, preparing urban teachers, and working between and within the worlds of theory- and research-driven teacher education and practice-based public schools. The collection combines first- and third-person narrative, poetry, fiction, and portraiture to examine complex questions about racism and urban teacher preparation, who and what makes a good teacher, and ways in which success is measured when it comes to learning to teach, teaching, and learning.enarts-based researchracesocial studiesstudent teachingteacher educationurban educationThesis or Dissertation