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ERIC Number: EJ1176531
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1047-6210
Conflicting Conceptions of Care and Teaching and Pre-Service Teacher Attrition
Barnes, Meghan E.
Teaching Education, v29 n2 p178-193 2018
I present a two-year case study of one pre-service teacher (PST), Johnny, as he moved through his education-based coursework at a large, public university in the US Southeast. In his final year of college, Johnny chose to forego the remainder of student teaching and not to receive a teaching certificate. To better understand Johnny's choice to leave teaching, as well as the tension between Johnny's developing conceptions of care and teaching and those of his Mentor Teacher, I draw on sociocultural approaches to teacher identity development and literature on care in teaching. Findings from this study could inform the ways that school-based experiences preceding and during teacher education are structured to encourage PSTs to develop identities as caring teachers and to become members of communities of practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A