Preservice Teachers' Perceptions: How Teacher Candidates Perceive Themselves as Teachers of English Language Arts

• In Event: Sheraton Roundtable Session 36
  In Roundtable Session: Loving Our Teacher Selves: Reflection, Engagement, and Growth

Abstract

This qualitative study explored the perceptions of eight pre-service teachers regarding the teaching of Common Core-aligned English language arts (ELA). Specifically examined were the participants’ understandings of the CCSS, the EngageNY ELA curriculum endorsed by the NYS Department of Education, and their feelings about becoming teachers of ELA. Phenomenological methods were used to analyze data for significant statements made by all 8 pre-service teacher participants. Major themes to emerge include that pre-service teachers felt well-prepared to design ELA lessons but unprepared to develop an ELA curriculum; they were unaware of the political implications of literacy curriculum development and what this work entails; and they were anxious about becoming teachers during a time of great educational change.

Author

• Susan A. Sturm, Nazareth College