Teacher Development Through Praxis Experiences: Pre-Service Teachers Navigating Pedagogical Mismatch in Local Schools

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Program Design and Praxis in Preservice Teacher Education: Emotions, Efficacy, and Community Engagement

Abstract

This paper draws from a qualitative interview study in which the authors examined how pre-service teachers navigated pedagogical mismatch between what they were taught in college coursework and what they encountered in local schools during their clinical experiences. Focusing on the narratives of three teacher education students, the authors rely on Freire’s notion of praxis as a primary theoretical framework. Findings suggest that praxis experiences can support novice teachers’ development, but that opportunity requires culturally relevant teacher education, including partner school placements where pre-service teachers feel safety and belonging.

Authors

• Jennifer L. McCarthy Foubert, North Central College

• Mary E. Lyons, Knox College