Learning to Teach in a Nontraditional Program: The Changing Conceptions and Increasing Sophistication of Understanding Teaching

• In Event: Authoring of Self: Preservice Teachers Negotiating Their Identity as Teachers

Abstract

This paper explores the ways in which students who are learning to teach in a non traditional program experience changes in their conceptions of teaching and the ways in which they develop an increasing sophistication of the complexities of teaching. Understanding the transformations in the conceptions of teaching these learners experience is central to teacher educators who are tasked with designing meaningful learning experiences for students of teaching and making visible core aspects of the practice of teaching that seem to remain hidden to the learners. Documenting learners' conceptions of teaching and their transformations over time may also help teacher educators in assessing and addressing the learning needs of their students.

Authors

• Maria J. Coolican, University of Michigan

• Claudia Gabriela Cameratti Baeza, University of Michigan - Ann Arbor