Disrupting the Status Quo: Exploring Prospective Teachers' Teaching Approaches Across the University and Classroom Contexts

• In Event: Thinking Critically About Teacher Education: Personal, Local, and Global Perspectives on Practices

Abstract

The work of teaching is complex. In this study, we focused on one aspect of teaching elementary prospective teachers enacted within the university and classroom contexts. We analyzed data to understand if PTs actualized student-centered or teacher-centered approaches and how these decisions stayed the same or shifted across contexts. Results highlight how delicate the development of teacher identity is and the critical importance of intentional school-based placements.

Authors

• Anne Estapa, University of Iowa

• Jeni Davis, Salisbury University