Preparing Future Educators for Deeper Learning: Insights from a Qualitative Study on Teacher Candidate Engagement with the Deeper Learning Modules

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Abstract

This study examines how teacher candidates across 10 U.S. teacher education programs engaged with a series of Deeper Learning Modules (DLMs)—curricular tools designed to promote equitable, inquiry-driven, and transferable learning. Grounded in the People–Tools–Organizations (PTO) framework and the concept of adaptive expertise, we analyzed 22 semi-structured interviews to explore shifts in candidates’ understanding, teaching practice, and community of practice for deeper learning. Findings show that the DLMs supported candidates in developing student-centered, socially just pedagogy and strengthened their ability to bridge theory and classroom practice. Candidates also formed informal communities of practice that reinforced these changes. This study offers practical and theoretical insights into how teacher preparation programs can cultivate deeper learning mindsets and transform future K–12 classrooms.

Authors

• Jing Su, University of California - Santa Barbara

• Oishee Mujtaba, University of California - Santa Barbara

• Matthew D. Bennett, University of California - Santa Barbara

• Daniel Rafael Santana, University of California - Santa Barbara

• Ying Gao, University of California - Santa Barbara

• Yvette Doss, University of California - Santa Barbara

• Danielle B. Harlow, University of California - Santa Barbara

• Mian Wang, University of California - Santa Barbara