Developmentally Minded Insights for Teacher Candidate Growth: Results From a Bounded Case Study

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Exploring and Applying Constructivism Across Learning Populations (Table 12)

Abstract

What can be learned by re-examining teacher candidates’ experiences becoming teachers as processes of personal and professional development? This case study explored four initial certification teacher candidates’ teacher performance and stages of development using subject-object interview and student artifacts to develop a profile of each. Findings are described case-by-case as well as holistically. Suggestions for ways teacher preparation programs in in-service teacher professional development might better address developmental needs are provided. Increasing teacher candidate/novice teacher self-efficacy and professional agency empowers them, supports improved student learning in P-12 education, and may be particularly important for those seeking alternative certification.

Authors

• Daniel J. Castner, Indiana University

• Karyn A. Allee, Mercer University