Visions of Middle School: How Beginning Teacher Candidates Describe their Early Visions for Teaching

Document Type

Article

Publication Date

9-2-2021

Publication Title

Peabody Journal of Education

DOI

https://doi.org/10.1080/0161956X.2021.1965440

ISSN

1532-7930

Abstract

The purpose of this research was to explore how beginning middle school teacher candidates describe their emerging visions for teaching. This collective case study of one cohort of teacher candidates in a middle grades teacher education program was informed by the literature on vision and by standards for middle level education. Twenty-two candidates (N = 22) enrolled in an introductory teacher education course participated. Data sources included their written vision statements and reflections on their field experience. Teacher candidates prioritized student-centered elements such as providing a developmentally responsive learning environment, creating engaging curriculum, and cultivating professional roles as advocates and collaborators. I discuss implications for teacher education.

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