A GROUNDED THEORY OF PROSPECTIVE TEACHERS' META-COGNITIVE PROCESS: INTERNALIZING THE PROFESSIONAL STANDARDS OF TEACHING

Abstract

This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. A grounded theory analysis was applied to 3,800 reflection logs. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession (Ontario College of Teachers, 2006). The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards. The article discusses the implications, from a teacher-educator perspective, of participants' unchallenged acceptance of the facticity and legitimacy of the Standards of Practice for the Teaching Profession as codified and institutional constructs.

Notes

¹Preservice refers to post-degree teacher education programs of study.

²Concurrent education, in an Ontario (Canada) context, consists of a 5-year program that combines undergraduate subject-specialist and teacher-education courses throughout the degree program of study.