| Owner: |
Daniel J. Castner
|
| Owner Email: |
djcastne@iu.edu
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| Paper Title: |
Developmentally Minded Insights for Teacher Candidate Growth: Results From a Bounded Case Study
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| Session Title: |
Exploring and Applying Constructivism Across Learning Populations (Table 12)
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/13/2024
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| Presentation Location: |
Philadelphia, Pennsylvania
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| Descriptors: |
Cognitive Processes/Development, Constructivism, Teacher Education - Pre-Service
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| Methodology: |
Qualitative
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| Author(s): |
Daniel J. Castner, Indiana University; Karyn A Allee, Mercer University
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| Unit: |
SIG-Constructivist Theory, Research, and Practice
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| Abstract: |
What can be learned by re-examining teacher candidates’ experiences becoming teachers as processes of personal and professional development? This case study explored four initial certification teacher candidates’ teacher performance and stages of development using subject-object interview and student artifacts to develop a profile of each. Findings are described case-by-case as well as holistically. Suggestions for ways teacher preparation programs in in-service teacher professional development might better address developmental needs are provided. Increasing teacher candidate/novice teacher self-efficacy and professional agency empowers them, supports improved student learning in P-12 education, and may be particularly important for those seeking alternative certification.
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| DOI: |
https://doi.org/10.3102/2107744
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