Teacher Candidates' Personal Practical Theories and Autonomy During Professional Internship Experiences

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-1 - Division K Section 3 Poster Session 1

Abstract

This paper explores four graduate elementary teacher candidates (TCs) and their yearlong professional internship experiences (PIE). The TCs in this study shared their culture, experiences and diverse personal and professional backgrounds. Stemming from their lives, vulnerabilities of these pre-service teachers were identified through the study of their Personal Practical Theories (PPTs) and the related aspects of their autonomy that emerged. A cross-case analysis revealed why and how the TCs developed PPTs and the related aspects of their own autonomy. Authors discuss how TCs were vulnerable during their PIE, which involved the enactment and awakening of their PPTs through their autonomy. Deeper study of aspects of participants’ autonomy also revealed that too much independence or dependence impeded development of PPTs.

Authors

• Dana(Doohyun) D.L. Shin, George Mason University

• Patricia S. Tate, The George Washington University