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ABSTRACT
Teaching is a complex profession. Much of the work of teachers is hidden from view, happening behind the scenes. It is not until one becomes a teacher that they fully understand the complexities. Preparing teacher candidates before they enter their own classrooms for the potential tensions between their individual perspectives and educational contexts can support their development. This study explores the experiences of teacher candidates as they engage in reflection on and discussions about challenging scenarios they are likely to experience when they enter the profession. Through qualitative analysis of end-of-semester reflections, we identified salient themes including realization and assuredness related to the scenarios with which they were presented. Based on our findings, we share implications for teacher educators and school leaders to support novice teachers to recognize and take on the challenges they will undoubtedly experience. Creating productive spaces for teacher candidates to practice thoughtful adaptations may support novice teachers as they navigate tricky situations and may also impact teacher retention.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Tammi R Davis
Tammi R. Davis is an Assistant Professor at Missouri State University. She works in the Elementary Educator program which is a part of the Department of Childhood Education and Family Studies, in Springfield, Missouri, USA. Her research focuses on three lines of inquiry: (1) improving undergraduate teacher preparation; (2) understanding and celebrating the lives of teachers; and (3) promoting culturally responsive pedagogies in both of these areas.
Jackie Sydnor
Jackie Sydnor is an Associate Professor in the Department of Elementary Education at Ball State University’s Teachers College in Muncie, Indiana, USA. Her research and teaching focus on supporting aspiring teachers’ professional identity development and reflective practice.
Sharon Daley
Sharon Daley is an Associate Clinical Professor at Indiana University. She works in the Elementary Literacy program which is a part of the Department of Curriculum and Instruction, in Bloomington, Indiana, USA. Her research focuses on: (1) improving undergraduate teacher preparation; and (2) understanding the reflective practice of pre-service teachers.