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"You Can't Be a Coward": Supporting Aspiring Teachers in Wobbling, Visioning, and Re-Visioning
Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Lives of Teachers Paper and Symposium SessionsAbstract
Abstract:
The purpose of this study was to explore how teacher candidates experienced an assignment designed as a purposeful tension to enable them to envision their actions in their future classroom when posed with a hypothetical dilemma. This qualitative study sought to discover how four TCs experienced the engagements through analyzing their responses to make visible their multifaceted negotiations of learning to be a teacher. The findings indicated TCs’ initial responses included, Feelings Expressed, Concerns, and Actions, while their visions were stated in the form of the Actions they would take. After peer discussions, the themes of Actions, Taking Up Ideas, and Re-visioning Own Ideas were highlighted. Important implications for teacher educators and school leaders are included.