The stories of how two different student teaching models impacted teacher identity: six narratives of beginning teachers

This study looks beyond the student teaching experience into the world of six beginning teachers and how their capstone experience impacted their thinking, practice, and professional identity. Three of the teachers participated in a coteaching during student teaching model (CTDST) and the other three participated in a traditional student teaching placement (TST). A collective case study research design was used to gain an understanding of the complex process of constructing a professional identity. Within-case analysis and between-case analysis found that although the six research participants shared budding teacher identities, growth mindsets, and courage, there were differences between the TST participants and the CTDST participants. The two groups differed in the accuracy of their assessment of their classroom management skills and in the timing and placement of the first time they recognized themselves as teachers. Moreover, the experiences of participants in effective CTDST placements supported previous research findings that extensive collaboration with mentor teachers was beneficial for beginning teachers and strengthened their teacher identity.

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education

Grantor dc:publisher

Colorado State University. Libraries

Year dc:date.issued

2023

Authors dc:creator

• Pike, Elizabeth, author
• Sebald, Ann, advisor
• Tschida, Christina, committee member
• Jennings, Louise, committee member
• Reid, Louann, committee member

• coteaching
• narrative analysis
• student teaching
• mentor teacher
• collective case study design
• professional identity

Statement dc:rights

• Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.

Language dc:language.iso

eng, English

Identifier URI

https://doi.org/10.25675/3.02452

OAI identifier oai:identifier

oai:mountainscholar.org:10217/236977