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Abstract

Pre-service teachers often enter teacher preparation programs with rigid expectations of what teaching will be like. Unfortunately, these expectations are often misaligned with reality, and pre-service teachers often imagine a world in which the emotional or affective outcomes of their work will take precedence over content-based student learning outcomes. Unfortunately, this inspiration/content dichotomy is often reinforced by popular representations of teachers. If unchecked, these misaligned expectations can lead to practice shock, the disorienting, disillusioning, and sometimes traumatic identity crisis that often accompanies the first year of teaching. The challenge for teacher preparation programs is to create intentional and structured reflective spaces in which pre-service teachers can confront and revise their expectations of teaching before they enter the field.

DOI

10.15760/nwjte.2015.12.1.7

Persistent Identifier

https://archives.pdx.edu/ds/psu/25444

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