A Phenomenographic Study of Pre-Collegiate Conceptions of Teaching

• In Event: AERA Poster Session 6
  In Poster Session: Division K Section 3 Poster 1

Abstract

The purpose of this exploratory phenomenographic study is to investigate the conceptions of teaching of high school students considering teaching careers. Though researchers have characterized K-12 school experiences as harmful to conceptions of teaching, they have seldom studied such students’ conceptions, even as more students pursue teacher education in new high school initiatives combating teacher shortages. Five high school students participated in this study, which included three interviews with each participant and participants’ creation of audio, textual, and/or visual artifacts. My analysis revealed six categories describing students’ conceptions of teaching: teaching as seemingly ubiquitous; discernible approaches, patterns, and routines; relational; prioritizing; coping; and merging. The study discusses the implications of these conceptions for teacher learning and students’ decision to teach.

Author

• William Jeffrey Davis, Southern Utah University