A Developmental Study of the Teaching Self in Student Teaching

Abstract

The purpose of the study was to investigate the development of the ‘teaching self of nine student teachers during their field experience at the University of Alberta. Nine student teachers were interviewed before and after their school experiences and were asked questions concerning themselves as teachers, teaching in general, and themselves in teaching. The first interview yielded concerns dealing with the self engaged in teaching tasks, the second interview with concerns about personal and professional dilemmas which form as a result of socializing in the role of teacher. Although idealistic and child centered at the beginning of student teaching, the subjects felt compelled to become realistic and pragmatic. The interviewer thus became an ‘open ear’ to aid the subjects in reflecting and forming possible dilemma resolutions. Recommendations for the study included redefining the role of the faculty consultant with the advantages of being non‐evaluative.