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Changes In Teachers' Constructivist Beliefs And Practices From Preservice To Inservice Teaching: A Mixed Methods Approach, Christina Joan Santoyo

UNLV Theses, Dissertations, Professional Papers, and Capstones

Teacher candidates’ development into novice teachers is a social process that depends on their teaching context as well as the mentors who help them through the process. Viewed through the lens of social identity development theory and mentoring theory, this study used an embedded, mixed methods design to understand how and to what extent six Alternative Route to Licensure teacher candidates’ beliefs and practices differed from preservice to inservice teaching. Mixed-methods data were collected using observation, semi-structured interviews, and partial interval recording. The six participants included secondary math, English, science, and social studies preservice-turned-novice teachers. In order to understand the …