Overlooked Perspectives: Elementary Preservice Teachers' Perceptions on Their Educator Preparation Program
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| Title: | Overlooked Perspectives: Elementary Preservice Teachers' Perceptions on Their Educator Preparation Program |
|---|---|
| Language: | English |
| Authors: | Melody Zoch (ORCID |
| Source: | Journal of Teacher Education and Educators. 2025 14(2):101-118. |
| Availability: | Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Elementary School Teachers, Student Attitudes, Teacher Education Programs, Program Content, Course Content, Internship Programs, Program Improvement, Preservice Teacher Education, Professional Identity, Ideology, Language Usage, English (Second Language), Second Language Instruction, Spanish, Diversity, Culturally Relevant Education |
| ISSN: | 2147-0456 2147-5407 |
| Abstract: | This qualitative study examines the experiences of 12 elementary preservice teachers (PSTs) in their educator preparation program (EPP) at a university in the southeastern United States. Through survey and interview data, we elicit PSTs' perceptions of their program holistically. Findings surface PSTs' perceptions in four key areas: program structure, course content, internships, and critical consciousness. The study suggests that EPPs can enhance PSTs' experiences by incorporating PST feedback into programmatic decisions, strengthening support for critical consciousness. The PSTs' perceptions highlighted in this study have the potential to inform EPPs' decision-making and to impact the work of teacher educators more directly in efforts to cultivate more inclusive, responsive, and community-centred teacher preparation. Our findings provide insights into how institutions may adapt reflective processes to consider their individual contexts, allowing the results of this study to inform a larger international body. We argue that listening to PSTs can be a powerful and valuable way of examining our own teacher education practices and should inform programmatic decisions and practices. Their voices can help teacher educators rethink, reshape, and reimagine teacher preparation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483362 |
| Database: | ERIC |
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