Visions of Middle School: How Beginning Teacher Candidates Describe their Early Visions for Teaching
Peabody Journal of Education
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.
"Visions of Middle School: How Beginning Teacher Candidates Describe their Early Visions for Teaching."
Peabody Journal of Education, 96 (4): 436-451: Taylor & Francis Online.
doi: https://doi.org/10.1080/0161956X.2021.1965440 source: https://www.tandfonline.com/doi/full/10.1080/0161956X.2021.1965440