Pre-service teachersâ changing visions of themselves as reform-oriented teachers
Keywords: Mathematics, Teacher education, Field experiences, Teaching visions
AbstractBoth teacher educators and researchers have been trying to ensure that teacher education programs prepare teachers to take on the role of âreform-orientedâ teachers upon entering the classroom. Pre-service teachersâ visions of themselves as future classroom teachers have been found to influence their teaching. The purpose of this study was to further the discussion and understanding of how pre-service teachers envision themselves as future teachers by examining the experiences of 11 pre-services teachers who taught a course in their content area while completing their undergraduate education. Interviews and survey data show that some of the pre-service teachers from this cohort shifted their visions toward a more reform-oriented stance.
How to Cite
Hodge, A. (2010). Pre-service teachersâ changing visions of themselves as reform-oriented teachers. Current Issues in Education, 13(4). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/369
Authors hold the copyright to articles published in Current Issues in Education. Requests to reprint CIE articles in other journals should be addressed to the author. Reprints should credit CIE as the original publisher and include the URL of the CIE publication. Permission is hereby granted to copy any article, provided CIE is credited and copies are not sold.