What Can We Learn From Teacher Candidates About Our Preparation Program? A Q Methodology Study

• In Event: Inquiry Into the Influence of Teacher Education Program Design on Preservice Teachers

Abstract

The purpose of this study was to gain understanding of teacher candidates’ perceptions of their preparedness across essential knowledge and skills in planning, instruction, and assessment, using candidates’ views to assess teacher preparation practices. With edTPA rubrics as a framework for quality, this mixed method study employed Q methodology to identify various perspectives and consensus among three groups of teacher candidates. Over two academic years, teacher preparation syllabus modifications reflected teacher candidates’ perceptions and were implemented at the beginning of each semester. Q methodology uncovered an increase in sophistication in teacher candidates’ beliefs about their preparedness. The study identified strengths and needs in the teacher education program and brought improvements based upon shifts in insights from teacher candidates themselves.

Authors

• Linda Collins, The University of Akron

• Jaclyn Prizant Gordon, Self-employed