"Confident, Somewhat, Maybe": What Teacher Candidates' Reflections Reveal About Their Teaching Identity and Practice

• In Event: 15.026 - Division K Poster Session A

Abstract

This study examined teacher candidates’ reflections to learn more about their teaching identity and classroom practices. Qualitative data from field notes, semi-structured interviews, and photos of classrooms were used to triangulate findings. The results show that teacher candidates’ pedagogical skills and ability to articulate their practice, fall within a range of teaching performance evident through their reflections. Some candidates displayed teaching identities that demonstrated their knowledge and ability to self-assess; explain their decision-making; and identify specific areas for improvement along with the anticipated outcomes from those pedagogical shifts. Results suggest that when candidates can self-assess and articulate their practice, their self-perception as classroom teachers is likely to convey efficacy and confidence.

Authors

• Salika A. Lawrence, City University of New York-Medgar Evers College

• Tabora A. Johnson, Medger Evers College - CUNY

• Zoland Smith, Medgar Evers College, CUNY

• Sherene Hodgson, Medgar Evers College, CUNY

• Keshia James, Medgar Evers College, CUNY

• Keturah Brooks, Medgar Evers College, CUNY

• Woody-Aaron Duton, Medgar Evers College, CUNY

• Joanna Adams, Medgar Evers College, CUNY