Preservice Teachers in Alternative Education Settings: a Grounded Theory Approach to Understanding their Experiences
Format Type
Plenary
Format Type
Paper
Start Date
14-1-2021 3:00 PM
End Date
14-1-2021 3:20 PM
Abstract
Students educated in alternative educational settings are disproportionately students of color, students who come from economically disadvantaged backgrounds, and students with disability needs (United States Department of Education, 2018). Although AES serve some of our most vulnerable and disadvantaged students, there is a dearth of research that explores the ways teachers are prepared to work in alternative settings. Guided by Strauss & Corbin (1994) this study used a grounded theory approach to explore the experiences of preservice teachers at a four year university completing field placements in alternative education settings for students with disability needs. The first author of the study was the professor of the course facilitating the field placements. Teacher candidates kept weekly reflective journals throughout their time at the AES, which served as the primary source of data for the study. In line with a grounded theory approach, data analysis and collection were simultaneous activities, leading to eventual theoretical saturation after the third semester of this study. The authors concluded the study after 1.5 years at which point it included three cases comprised of 18-22 teacher candidates per case, for three consecutive semesters. Final data analysis is underway at the time this proposal was authored. Preliminary findings reveal a heightened anxiety and implicit bias at onset, with potential reductions overtime. This is coupled with a shift in how the role of a teacher is conceptualized as different or other in an alternative setting and an emphasis of disposition over skill.
Keywords
alternative education, grounded theory, teacher preparation
Preservice Teachers in Alternative Education Settings: a Grounded Theory Approach to Understanding their Experiences
Students educated in alternative educational settings are disproportionately students of color, students who come from economically disadvantaged backgrounds, and students with disability needs (United States Department of Education, 2018). Although AES serve some of our most vulnerable and disadvantaged students, there is a dearth of research that explores the ways teachers are prepared to work in alternative settings. Guided by Strauss & Corbin (1994) this study used a grounded theory approach to explore the experiences of preservice teachers at a four year university completing field placements in alternative education settings for students with disability needs. The first author of the study was the professor of the course facilitating the field placements. Teacher candidates kept weekly reflective journals throughout their time at the AES, which served as the primary source of data for the study. In line with a grounded theory approach, data analysis and collection were simultaneous activities, leading to eventual theoretical saturation after the third semester of this study. The authors concluded the study after 1.5 years at which point it included three cases comprised of 18-22 teacher candidates per case, for three consecutive semesters. Final data analysis is underway at the time this proposal was authored. Preliminary findings reveal a heightened anxiety and implicit bias at onset, with potential reductions overtime. This is coupled with a shift in how the role of a teacher is conceptualized as different or other in an alternative setting and an emphasis of disposition over skill.