Purpose
– The purpose of this paper is to analyze teacher candidates’ implied assumptions, attitudes, and concerns about occasional teaching. Data were gathered from 100 teacher candidates over the course of three academic years. Each of the participants posed two questions at the beginning of an online occasional teaching course that they would like to be answered by the end of the course. An awareness of teacher candidates’ questions will be useful in the process of improving pre-service teacher preparation and professional development in occasional teaching.
Design/methodology/approach
– On the first day of the course, the teacher candidates were asked to reflect upon their first practicum experience and post these reflections to the Sakai discussion forums board. As a follow-up to this introductory activity, the author then invited the teacher candidates to compose and share two (open-ended) questions they would like addressed in this occasional teaching course. These questions were submitted and retained by the author for the duration of the course. The author referred to these teacher candidates’ questions over the term of the course to ensure that the teacher candidates’ queries were being addressed and their misconceptions were being challenged. Over the course of this study, the 100 teacher candidate participants (n=100) each offered two questions for a total of 200 questions. However, not all questions were unique. The study design employed the use of qualitative and quantitative methods. The participants’ questions were transcribed, organized, coded and categorized. Data were initially bracketed into meaning units, coded for relevant categories, refined and related to enable the development of encompassing themes. Each question was coded only once based on the central issue or premise of the question. Frequency distributions and percentages of common responses were also derived from participant responses.
Findings
– Findings suggest that teacher candidates are most concerned with classroom management, curriculum and instruction, getting hired as an occasional or long-term occasional teacher, administrators’ and classroom teachers’ expectations of occasional teachers, legal aspects of occasional teaching, and working with special populations.
Research limitations/implications
– Due to attrition, the final number of respondents was 100. It can be argued that the group of students who withdrew from the occasional teaching course may have had different perceptions, concerns, and questions from those who completed the study. More research should be conducted on occasional teaching. Such research may help the author to improve the situation for students, teachers, administrators, teacher candidates, and occasional teachers. Conducting a longitudinal study with the same students would also be useful to identify whether or not they were satisfied with the amount of preparation they had during their pre-service teacher training.
Practical implications
– A critical beginning for teacher educators is to capture the initial questions and conceptions that their teacher candidates possess on entry into pre-service education programmes. Teacher education programmes should begin considering courses that will help pre-service teachers reconstruct and modify their preconceived perceptions about occasional teaching, in hopes that it will promote professional growth and development. Faculties and boards of education should consider creating a “How-To” resource manual that is aligned with the Standards of Practice for the Teaching Profession, and designed for newly hired occasional teachers, regular classroom teachers, administrators, and teacher candidates. This manual could include case studies accompanied by a series of thought-provoking questions and real-world guidance from the “experts in the field” which will prove helpful when teacher candidates are preparing for their interviews.
Originality/value
– Occasional teaching is the route into the profession for the majority of Ontario’s new graduates. This gradual and increasingly extended process toward full entry to the profession results in more competition each year for the next group of first-year teachers and greater reliance on occasional teaching. Despite these findings, few teacher education programmes in Ontario, Canada offer courses, workshops, or training to help prepare their teacher candidates for occasional teaching as their possible point of entry into the teaching profession. This lack of preparation is a major concern for the teaching profession as a whole. To fully address these concerns, occasional teacher training must be provided for all teacher candidates. Faculties and boards of education need to develop a well-qualified, highly skilled occasional teacher who through training becomes a well-developed specialist at teaching at one school today, in another tomorrow, and in still another the day after tomorrow. Occasional teaching training courses and programmes must provide prospective occasional teachers with the skills they need to enter any classroom and provide a positive learning atmosphere. This applied research will inform efforts to improving pre-service teacher preparation and professional development in occasional teaching.
Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness