Conceptual Frameworks for Learning: Candidate Development and Change Through a Community-Based Teacher Education Program

• In Event: Preparing Preservice Teachers to Teach for Social Justice

Abstract

This empirical qualitative research study examines teacher education candidates’ development throughout their experience in a community-based teacher education program. Utilizing conceptual change theory and conceptual frameworks of learning created digitally by teacher education candidates, researchers examined how candidates changed their existing conceptions of working with diverse children, families, and communities different from their own. Results indicate that development of conceptual frameworks provided candidates opportunities to challenge existing conceptual understandings about teaching in diverse contexts, and to go through the accommodation process where they were able to construct alternative conceptions for teaching in diverse classrooms.

Authors

• Jon M. Clausen, Ball State University

• Winnie Mucherah, Ball State University

• Eva M. Zygmunt, Ball State University

• Patricia Clark, Ball State University

• Susan Tancock, Ball State University