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

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dc.contributor.authorPike, Elizabeth, author
dc.contributor.authorSebald, Ann, advisor
dc.contributor.authorTschida, Christina, committee member
dc.contributor.authorJennings, Louise, committee member
dc.contributor.authorReid, Louann, committee member
dc.date.accessioned2023-08-28T10:29:08Z
dc.date.available2023-08-28T10:29:08Z
dc.date.issued2023
dc.description.abstractThis 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.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierPike_colostate_0053A_18002.pdf
dc.identifier.urihttps://hdl.handle.net/10217/236977
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright 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.
dc.subjectcoteaching
dc.subjectnarrative analysis
dc.subjectstudent teaching
dc.subjectmentor teacher
dc.subjectcollective case study design
dc.subjectprofessional identity
dc.titleThe stories of how two different student teaching models impacted teacher identity: six narratives of beginning teachers
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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