Author: Kelly Ann Moore

Publisher:

Published: 2011

Total Pages: 494

ISBN-13:

DOWNLOAD EBOOK

Identity lenses are forever changing even for the most seasoned teacher. But for pre-service teachers, their developing identity lenses are changing minute by minute as they strive to be autonomous in every aspect involved in the art of teaching whether it be in their teacher preparation program or in the field as a novice teacher. This descriptive case study sought to explore the perceptions of pre-service teachers as heard through their voices as participants in two conceptually different but similar first-layer capstone experiences coined Traditional Internship I and Integrated Methods Application Experience or IMAeX as candidates came to the realization of the authenticity of teaching and their individual shifts in identity lenses. This case study explored candidates' perceptions of participation in field-based capstone experiences that focused on the effective aspects of the field experience that increased their potential for teaching and learning, the ineffective aspects of the field experience that hindered their potential for teaching and learning, and the realization of how the field experience had prepared them for the authenticity of teaching. This study provided insight on pre-service teachers' progress of skills, development of dispositions, and perceptions of their developing teacher identity. Archival data were collected over two semesters utilizing focus group interviews from volunteer participants in each program track and over a four semester period utilizing reflective prompts in addition to the university course assessment which included all participants' perspectives from each program track. The reflective prompt data was collected for the sole purpose of gaining insight into program effectiveness and improvement. Four individual interviews and eight field based observations were conducted with purposively selected volunteer participants (two participants from Traditional Internship I, one interview each, two field observations each; two participants from IMAeX, one interview each, two field observations each) from each program track for the purpose of triangulation of data. The noted and coded themes were identified utilizing the constant comparative analysis process in which data were examined and themes were analyzed and identified through the repetition of embedded common related aspects or experiences by participants and grounded in theory, which validated the findings of this study by identifying aspects of the experiences that theoretically were justified in the data. Recommendations for educator preparation programs for future study are included in this study as teacher education preparation programs continue to find a balance between building the professional, pedagogical, and experiential knowledge of pre-service teachers during the capstone experience and are charged with encouraging reflective practice as part of the learning process as candidates begin to shape and explore who they are and where they fit in the profession of teaching (Graham & Phelps, 2003).

Download or read book Exploring Pre-service Teachers' Perceptions During Two First Layer Capstone Experiences written by Kelly Ann Moore and published by . This book was released on 2011 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identity lenses are forever changing even for the most seasoned teacher. But for pre-service teachers, their developing identity lenses are changing minute by minute as they strive to be autonomous in every aspect involved in the art of teaching whether it be in their teacher preparation program or in the field as a novice teacher. This descriptive case study sought to explore the perceptions of pre-service teachers as heard through their voices as participants in two conceptually different but similar first-layer capstone experiences coined Traditional Internship I and Integrated Methods Application Experience or IMAeX as candidates came to the realization of the authenticity of teaching and their individual shifts in identity lenses. This case study explored candidates' perceptions of participation in field-based capstone experiences that focused on the effective aspects of the field experience that increased their potential for teaching and learning, the ineffective aspects of the field experience that hindered their potential for teaching and learning, and the realization of how the field experience had prepared them for the authenticity of teaching. This study provided insight on pre-service teachers' progress of skills, development of dispositions, and perceptions of their developing teacher identity. Archival data were collected over two semesters utilizing focus group interviews from volunteer participants in each program track and over a four semester period utilizing reflective prompts in addition to the university course assessment which included all participants' perspectives from each program track. The reflective prompt data was collected for the sole purpose of gaining insight into program effectiveness and improvement. Four individual interviews and eight field based observations were conducted with purposively selected volunteer participants (two participants from Traditional Internship I, one interview each, two field observations each; two participants from IMAeX, one interview each, two field observations each) from each program track for the purpose of triangulation of data. The noted and coded themes were identified utilizing the constant comparative analysis process in which data were examined and themes were analyzed and identified through the repetition of embedded common related aspects or experiences by participants and grounded in theory, which validated the findings of this study by identifying aspects of the experiences that theoretically were justified in the data. Recommendations for educator preparation programs for future study are included in this study as teacher education preparation programs continue to find a balance between building the professional, pedagogical, and experiential knowledge of pre-service teachers during the capstone experience and are charged with encouraging reflective practice as part of the learning process as candidates begin to shape and explore who they are and where they fit in the profession of teaching (Graham & Phelps, 2003).