Shattered images: Understanding expectations and realities of field experiences

Abstract

In this paper we explore the phenomenon of "shattered images" in the learning to teach process. For our presentation and discussion we draw on: reflective accounts of preservice teachers written prior to, during, and following periods of field experience; our experiences as teachers and teacher educators; and, on our own and other research on teacher education and development, particularly on our ongoing work which focuses on field experiences. We highlight and examine some of the discrepancies between preservice teachers' expectations and experiences, identify and discuss circumstances contributing to the discrepancies, and consider ways in which such inconsistencies might be taken into account in order to develop and maintain productive preservice teacher preparation programs. 'Most names used are pseudonyms. Some preservice teachers, however, wished to be identified by their own names.

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

“…Existing Australian and international studies have not examined, in detail, the processes involved as earlycareer teachers experience the conflict between their initial images and aspirations for themselves as teachers and what they find to be realistic and practical to achieve. This is despite recognition that such a process is highly influential in a teacher's decision to stay in or leave the profession (Cole & Knowles, 1993;Friedman, 2000;Kyriacou & Kunc, 2007;Le Maistre & Paré, 2010), a serious issue in Australia and internationally where retaining quality teachers is a concern. Although some studies have paved the way by presenting models that explore interactions between teacher identity formation, conceptions of teaching and mediating influences (Flores & Day, 2006;Gallant & Riley, 2014, Lee & Schallert, 2016, these models are largely conceptual and do not address the specific cycles of experimentation and learning involved as a teacher adjusts their vision of self as a teacher.…”

“…This body of research echoes Cole and Knowles (1993) earlier work, reinforcing that the set expectations that early-career teachers have of themselves in the role may be highly aspirational, and may draw from selected outstanding or memorable moments with limited contextual relevance. Although research in this field has gained momentum since Cole and Knowles' study, and despite the variety of definitions and approaches to the research, all of these studies explore a central phenomenon: the conflict between early-career teachers' initial expectations of themselves as teachers, and what they find to be realistic and practical to achieve.…”

“…Such beliefs are defined by Cole and Knowles (1993), in their seminal study of teacher expectations, as the personal expectations of teaching. The authors define these expectations as early-career teachers' "images of themselves as teachers" and "ideals and aspirations about teaching" (Cole & Knowles,p.…”

“…In their seminal study, Cole and Knowles (1993) described three dimensions of expectations confronting preservice teachers upon entry to the profession. These include expectations of students, classrooms and schools, expectations of professional practices and routines, and expectations of self as teacher.…”

“…The images and ideals that teachers have of themselves -their "personal expectations" (Cole & Knowles, 1993) -have recognised implications for the development of a teacher's professional identity. Early-career teachers often confront a disparity between their personal expectations, and what they find to be realistic to achieve in practice.…”