Literaturnachweis - Detailanzeige
| Autor/in | Naster, Jaclyn Elizabeth |
|---|---|
| Titel | Portraits of Identity: Exploring the Critical Incidents of Preservice Teachers during the Student Teaching Experience |
| Quelle | (2023), (238 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Kansas |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-0565-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Preservice Teachers; Student Teaching; Student Experience; Teacher Persistence; In Person Learning; Electronic Learning; Student Attitudes; Mentors; Teacher Student Relationship; Preservice Teacher Education; Teacher Recruitment |
| Abstract | The national teacher shortage in the United States is a problem that has been steadily growing since the turn of the century (Sutcher et al., 2016; Sutcher et al., 2019; U.S. Government Accountability Office [U.S. GAO], 2022). Two of the main factors of this shortage are the decreased enrollment in teacher education programs and the retention of in-service teachers, as more than 50% of new teachers leave the profession within the first five years of teaching (Sutcher et al., 2016; U.S. GAO, 2022). One way to gain insight into this problem of recruitment and retention of teachers is to study teacher education programs, and the individuals within teacher education programs, to better understand the experiences of preservice teachers and how those experiences may affect their longevity within the profession. This study looked at the lived experiences of four preservice teachers during their student teaching experience in the spring of 2020, before and after the transition from in-person teaching to remote learning. A qualitative methodology called portraiture was used in this study, as portraiture "capture[s] the complexity and aesthetic of human experience" (Lawrence-Lightfoot & Davis, 1997, p. 4). These portraits were shaped using the concept of critical incidents and through the lens of identity. Critical incidents are defined as "some event or situation which marked a significant or turning point or change in the life of a person" (Tripp, 1993, p. 24). By nature, critical incidents are named by the individual, which allows researchers to have a deeper understanding of how individuals respond to events in their life. Palmer's (2007) of the "inner teacher" was used as a way of studying identity in order to understand how the participants saw themselves as not only preservice teachers, but also as individuals. Data collection took place between March and May 2020 and consisted of interviews and journal entries, which were then shaped into four individual portraits (one per participant) and one group portrait that ties together common threads in the participants' individual experiences. The individual portraits reveal that previous experience in schooling, specifically in K-12, heavily influenced the participants' identity beliefs about themselves, with an emphasis on relationships to authority figures. The group portrait revealed that the participants experienced the events of student teaching differently, and these differences were related to the identity stories the individual told of themselves. The group portrait also revealed the importance of positive relationships between student teachers and mentors (clinical supervisors, university supervisors, and professors) and a deep need for connection not only with their students and mentors, but also with their coursework. The study concludes by offering suggestions for future research such as looking at how mentors (clinical supervisors, university supervisors, and teacher educators) are being trained to support the unique needs of student teachers. Also, more attention should be paid to how we are matching student teachers with field placement sites and how best to ensure that placements are beneficial not only to student teachers, but also to in-service teachers. Lastly, it encourages teacher education programs to be reflective of the concepts they teach to their preservice teachers and whether or not those concepts are being modeled by the faculty and the program in general. It is worth considering that the support that preservice teachers receive during teacher education may impact not only teacher recruitment but also teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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