Unpacking Teacher Candidates' Decision-Making and Justifications in Dilemmatic Spaces during the Student Teaching Year

Autor/inn/en	Ding, Ai-Chu; Wang, Hsiou-huai
Titel	Unpacking Teacher Candidates' Decision-Making and Justifications in Dilemmatic Spaces during the Student Teaching Year
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 3, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1442916
Schlagwörter	Preservice Teachers; Decision Making; Student Teaching; Foreign Countries; Ideology; Conflict Resolution; Coping; Beliefs; Teaching Methods; Classroom Techniques; Qualitative Research; Phenomenology; Interviews; Semi Structured Interviews; Interpersonal Relationship; Taiwan + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Teaching practice; Unterrichtspraxis; Ausland; Ideologie; Conflict solving; Konfliktlösung; Konfliktregelung; Bewältigung; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Learning to teach is a complex process that hinges on teacher candidates' personal experiences, values, beliefs and characteristics, as well as the contexts they are exposed to. Student teaching as a transitional period may create dilemmas for teacher candidates, who are new to the profession and still learning about what it means to be a teacher. Thus, this study examined the dilemmas experienced by a group of Taiwanese teacher candidates during the student teaching phase. Using the framework of dilemmatic spaces, we identified the sources of their dilemmas and the decisions they made towards the dilemmatic situations and further examined how they justified their decisions. Our findings suggest that conflicting ideologies and teacher candidates' identities as student teachers are the main sources of their dilemmas. In response to the dilemmas, teacher candidates showed different decision-making trajectories that revealed the different actions and justifications they took within the dilemmatic space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01