Abstract
This content analysis investigates how teacher candidates (TCs) in a clinical model enact professional identity through their reflections. The researchers assume that learning is situated within specific contexts, and discursive interactions reveal much about individual beliefs. TCs in this study are part of an elementary and special education dual degree program situated within a clinical teacher preparatory academy at a large, public university. Findings indicate that TCs transition to teaching, construct practice, and internalize teaching experiences. Results contribute an understanding of how TCs develop new schema for teaching experiences and transition from novices to experts within their classroom communities.
Recommended Citation
Wrenn, Melissa; Otto, Peggy; and Leer, Rachel
(2018)
"Transformative Apprenticeship: Enacting Teacher Identity in a Clinical Model,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 5:
Iss.
2, Article 3.
DOI: https://doi.org/10.61611/2995-5904.1014
Available at:
https://digitalcommons.murraystate.edu/ktej/vol5/iss2/3
Included in
Elementary Education Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons