Pre-service teachers’ changing visions of themselves as reform-oriented teachers

Authors

  • Angie Hodge North Dakota State University

Keywords:

Mathematics, Teacher education, Field experiences, Teaching visions

Abstract

Both 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.

Author Biography

Angie Hodge, North Dakota State University

Angie Hodge is an Assistant Professor in the departments of Mathematics and Teacher Education at North Dakota State University. She is interested in teacher learning.

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Published

2010-12-13

How to Cite

Hodge, A. (2010). Pre-service teachers’ 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

Issue

Vol. 13 No. 4 (2010)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.