Creating Networks of Support for Teacher Candidates Through Coaching: A Design-Development Study

• In Event: Navigating Relationships, Tensions, and Solutions in Clinically Based Field Experiences

Abstract

One teacher education program worked toward improving teacher preparation by strengthening the network of support among teacher candidates, mentor teachers and teacher educators. Drawing on third-generation cultural-historical-activity-theory, we modeled activity systems framing the experiences of teacher candidates and contradictions within and between activity systems. Using cycles of learning over one year, we learned (1) how direct and indirect activity systems interact and (2) meaningful, influential contradictions erupting between two systems. Contradictions included: the theory-practice divide alongside implementation of equity-supports; the teacher candidates’ navigation of their role; and shifting rules during the transition to distance learning across contexts during COVID-19. This study has implications for enacting dynamic, program-wide change in teacher education programs.

Authors

• Erica Holyoke, Keene State College

• Melissa Mosley Wetzel, The University of Texas at Austin

• Heather Dunham, Clemson University

• Kerry Alexander, The University of Texas at Austin