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The examination of prospective teachers' initial and developing vision
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Dissertation
The examination of prospective teachers' initial and developing vision
2005
Overview
Several prominent researchers offer a persuasive argument that outstanding teachers possess a certain vision for teaching. If the researchers' hunch is true, then for the sake of discovering when teachers' visions might develop, it is worth an examination of students at the very beginning stages of teacher education to discover what those early visions look like, or even if those early visions are subject to change. This study examines the early vision statements of sixty prospective teachers in an introductory teacher education class at the University of North Carolina, Greensboro. The study also looks at whether or not prospective teachers' visions change or evolve during the course of a semester. Additionally, the study looks at whether the visions of high performing students are different from those of low performing students. The results indicate that initially, only a limited number of students appeared to have a strong vision for education, as defined by this study. Over time, the number of students expressing a vision increased and students began to contemplate on their deep purpose and rationale for choosing teaching as a profession. In the end, students' vision statements reveal that the thoughts and ideas they offer are generally filtered through lens tightly connected to academic competence and classroom management. The result is that the final visions seem to be metamorphic ones; allowing themselves to be shaped by various classroom experiences. Vision appears to have influenced experience for these prospective teachers, but experience seems to have had the most profound effect on the visions they profess.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
0542238306, 9780542238307
