Preservice Teachers’ Perceptions of Growth and Development in Clinical Practice

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: (Re)imagining Growth and Equity in Preservice Teaching (Table 23)

Abstract

Drawing on data collected through participant reflections, reflexive researcher interviews, and field notes, this paper explores the perceptions of growth and development of 26 pre-service teachers in a clinical practice program. Specifically, this study explores growth and development vis-à-vis the InTASC standards, which are designed to outline teacher development. This paper documents the shifts in self-perception and the disequilibrium that participants shared in their clinical practice experience. Additionally, this paper concludes with discrepancies between areas that participants identified as professional growth and the spaces allocated for that growth within the INTASC standards. This paper provides insights for researchers and teacher educators who are seeking to enact ambitious teacher education programs.

Author

• Liz Chase, St. John's University