Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge

Abstract

This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and participated in structured interviews four times during the senior year. The findings indicated that student teachers reconstructed their knowledge related to teaching during the middle of student teaching and attributed these changes in knowledge organization primarily to student teaching experiences. Using a constructivist perspective, the authors discuss how anomalies experienced by student teachers interacted with prior knowledge. Two concepts—flexibility and planning—emerged as key concepts that changed rapidly. Flexibility was initially associated with preparation for class; then toward the end of student teaching, this concept was related to differentiating instruction for students’ needs and taking advantage of the teachable moment. Planning was initially described as a concept related to planning lessons and obtaining materials; then by the middle of student teaching, it became associated with the unpredictability of classroom events. By the end of student teaching, planning became a complex concept that connected lesson planning, maintaining class management, and meeting students’ needs.