ABSTRACT

Teaching is a complex profession. Much of the work of teachers is hidden from view, happening behind the scenes. It is not until one becomes a teacher that they fully understand the complexities. Preparing teacher candidates before they enter their own classrooms for the potential tensions between their individual perspectives and educational contexts can support their development. This study explores the experiences of teacher candidates as they engage in reflection on and discussions about challenging scenarios they are likely to experience when they enter the profession. Through qualitative analysis of end-of-semester reflections, we identified salient themes including realization and assuredness related to the scenarios with which they were presented. Based on our findings, we share implications for teacher educators and school leaders to support novice teachers to recognize and take on the challenges they will undoubtedly experience. Creating productive spaces for teacher candidates to practice thoughtful adaptations may support novice teachers as they navigate tricky situations and may also impact teacher retention.

摘要

教学是一个复杂的职业。教师的大部分工作都是隐藏在幕后发生的。直到成为一名教师，他们才完全理解其中的复杂性。在教师候选人进入自己的教室之前，让他们为个人观点和教育环境之间的潜在紧张关系做好准备，可以支持他们的发展。本研究探讨了教师候选人在反思和讨论他们进入该行业时可能遇到的具有挑战性的场景时的经历。通过对期末反思的定性分析，我们确定了突出的主题，包括与他们所呈现的场景相关的实现和确信。根据我们的发现，我们分享对教师教育者和学校领导的影响，以支持新教师认识并迎接他们无疑会遇到的挑战。为教师候选人创造富有成效的空间来练习深思熟虑的适应可能会支持新手教师应对棘手的情况，也可能会影响教师的保留。