Hello - thank you for sharing your insightful research with us. Too often, as you note, pre-service teachers choose to enter the profession without realistic, applied, in-school experiences to frame their perceptions of teaching. Providing a structured practicum for students to observe and learn in preK-12 classroom settings will be an invaluable experience. From reading your manuscript, I assume that all participants are full-time college students of traditional age. As we see in many post-secondary settings, a number of adult learners enter teaching after having gained career experience in other areas. Along the lines of your research, how can we in colleges of education best support such similar in-school experiences for working adult learners who have chosen to enter classroom teaching?
I enjoyed reading your manuscript. I found the study well prepared and explained clearly. The context of the study could easily be applied to other professional disciplines and also replicated based on your presentation. For example, I am in the Nursing College. Our graduates also face similar challenges of entering the profession prepared. I have also commonly found that students who have internships while in school feel more prepared.
I think your topic is very timely and I personally agree with your sentiment that students need to be able to apply theory and not just learn it in the classroom. My only question for you is about the use of grounded theory. Grounded theory is used to construct a new theory or provide "an abstract theoretical understanding of the studied experience." (Charmaz, 2006, p. 4). How did you establish this? I am not sure the connection is directly made between grounded theory and your study.
Charmaz, K. (2006). Constructing grounded theory A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
3 Comments
Hello - thank you for sharing your insightful research with us. Too often, as you note, pre-service teachers choose to enter the profession without realistic, applied, in-school experiences to frame their perceptions of teaching. Providing a structured practicum for students to observe and learn in preK-12 classroom settings will be an invaluable experience. From reading your manuscript, I assume that all participants are full-time college students of traditional age. As we see in many post-secondary settings, a number of adult learners enter teaching after having gained career experience in other areas. Along the lines of your research, how can we in colleges of education best support such similar in-school experiences for working adult learners who have chosen to enter classroom teaching?
I enjoyed reading your manuscript. I found the study well prepared and explained clearly. The context of the study could easily be applied to other professional disciplines and also replicated based on your presentation. For example, I am in the Nursing College. Our graduates also face similar challenges of entering the profession prepared. I have also commonly found that students who have internships while in school feel more prepared.
I think your topic is very timely and I personally agree with your sentiment that students need to be able to apply theory and not just learn it in the classroom. My only question for you is about the use of grounded theory. Grounded theory is used to construct a new theory or provide "an abstract theoretical understanding of the studied experience." (Charmaz, 2006, p. 4). How did you establish this? I am not sure the connection is directly made between grounded theory and your study.
Charmaz, K. (2006). Constructing grounded theory A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.