The aim of this study is to investigate and understand the types, prevalence, and potential impact of teacher candidates’ struggles, as well as factors and contexts that may relate to the occurrence of struggles. The mixed methods study was carried out in three stages – qualitative, quantitative, qualitative – with teacher candidates and teacher educators from a large Canadian teacher education program as participants. Based on participants’ descriptions and experiences of struggles, I developed a taxonomy of 19 struggles, 10 of which were identified by both teacher
candidates and their educators. The struggles included a wide range of behaviours, emotions, skills, and conditions. Teacher candidates also discussed which support systems they use in times of struggles, while instructors explained how they help teacher candidates who struggle. The study positions struggles in a broader and multilayered context that involves teacher candidates, their educators, the preparation program, its structure and elements, policies, social dynamics, and professional norms and expectations. The causes, triggers, consequences, and remediation of struggles are considered in relation to a combination of individual, institutional, and structural factors. The study has implications for teacher education programs, policymakers, and the teaching profession.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/65664 |
| Date | 21 July 2014 |
| Creators | Glisic Petaroudas, Marija |
| Contributors | Childs, Ruth |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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