ERIC Number: EJ1176531
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
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.
Descriptors: Preservice Teachers, Student Teaching, Student Attrition, Case Studies, Preservice Teacher Education, Career Choice, Student Teacher Attitudes, Attitude Change, Mentors, Professional Identity, Self Concept, Caring, Communities of Practice, Data Collection, Service Learning, Educational Attitudes, Teacher Student Relationship, Teacher Responsibility, Social Influences, Student Needs, Early Experience
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A