Between idealism and pragmatism: A case study of student teachers' pedagogical development

Asher Shkedi*, Dina Laron

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

This study examines the pedagogical-professional development of student teachers in a teacher-training program, and focuses particularly on a description and analysis of the practicum in the first and second years of a 4-year training program. In the first year, the student teachers taught six seminars of 3 days each to seventh grade classes and in the second year, the student teachers taught the same curriculum content in a formal class setting. This study focuses mainly on the modification of student teachers' beliefs over the 2 years of their training. Examination of the professional development of student teachers demonstrates a clear shift in their pedagogical beliefs from an idealistic mode of viewing the teaching experience in the first year, to a pragmatic one in the second year. Contrary to the view that sees primary idealism as an immature, undeveloped position, we contend that idealism and a sense of mission are desired qualities and the shift from "idealism" to "pragmatism" indicates a regression and not progression.

Original languageEnglish
Pages (from-to)693-711
Number of pages19
JournalTeaching and Teacher Education
Volume20
Issue number7
DOIs
StatePublished - Oct 2004

Keywords

  • Practicum
  • Professional development
  • Student-teacher
  • Teacher education

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