Changes in preservice teachers' perceptions of conflicts and tensions

Author(s): Pearson, D.

Journal/Book: Teach Teach Educ. 1998; 14: The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, England. Pergamon-Elsevier Science Ltd. 337-351.

Abstract: This study examined changes in preservice teachers' perceived types of conflicts and tensions, as well as reasons and strategies for coping with those conflicts and tensions during their year-long clinical experiences and in their first year of leaching. Participants most frequently cited conflicts and tensions related to curriculum and instruction, interpersonal relationships, role-definitions, and institutional relationships with their program and schools. As conflicts and tensions increased in all of these areas, participants' explanations shifted from blaming external factors to focusing more on themselves in relationship to these factors. Their strategies for coping with conflicts and tensions shifted from avoidance to expedient survival strategies to interrogation of their personal theories of teaching. Individual participants varied considerably in their abilities to reflect on conflicts and tensions in terms of their emerging personal theories.

Note: Article Beach R, Univ Minnesota, Minneapolis,MN 55455 USA

Keyword(s): REFLECTION; GROWTH

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