Locating Preservice Teachers' Theoretical and Conceptual Visions of Teachers and Teaching Through the Draw-A-Teacher Test

• In Event: Assessment

Abstract

The disconnect between university-based and school-based components of teacher education programs is well documented as a persistent issue. As such, the present study utilized a drawing-based approach to explore the ways PSTs in Prekindergarten through Grade 5 preparation programs connect theory-to-practice in their mental models of teachers and teaching practices. Findings reveal that the PSTs represented both teacher-centered and student-centered learning environments with teachers taking on traditional roles as well as those best described as facilitating student learning. However, PSTs also shared responses indicating conflicting understandings of teacher agency and professional identity as curricular decision makers. This research suggests that engagement of PSTs in reflective activities provides an important space to explore inconsistencies in understandings surrounding theory and teacher actions

Author

• Angela L. Eckhoff, Old Dominion University
  Presenting Author