Developmental Stages of Teacher Candidates
No matter if a teacher candidate is using the traditional model or the co-teaching model, there is ample research to show that all teacher candidates progress through various development stages during their clinical practice experience. It is important for all stakeholders in the clinical experience to understand these stages so that they best support the teacher candidates during this educational journey.
Stage 1: Pre-teaching concern
This initial stage is best described by the emotions of fear and uncertainty. Anytime we experience something new, there is a certain level of anxiety. For those entering clinical practice, the common thought for many teacher candidate is that they do not feel fully prepared or completely know what they are “getting themselves into.” These feelings are normal and are best alleviated by open and honest communication with the cooperating teacher(s) and by familiarizing oneself to the school and district. Learning school policies, key terminology and acronyms (e.g. MTSS, PBIS), and names of various faculty and staff members can be helpful. If allowed, a meeting beforehand to “break the ice” is helpful and also allows rapport to be built.
Stage 2: Concerns about survival
This second stage can be described as a feeling of being “overwhelmed.” At this point, the teacher candidate has likely been in the school setting for over a week and has learned how much work it takes to be an effective teacher. The reality that teaching is a full-time job sinks in and idealism regarding exactly how things will go often has dissipated. This is not to say that the teacher candidate is struggling but that the magnitude of the task is evident. Lesson planning and grading takes up a lot of free time in the evenings and makes for long days.
During this period, it is ideal to look for support from one’s cooperating teacher and college supervisor to get feedback on ways to best manage the increased responsibilities and to effectively teach throughout the day. In addition, building relationships with other teacher candidates, especially those in the same school, district, or region can be helpful. Healthy outlets for stress such as daily exercise is key. Destructive and unhealthy stress management techniques should be avoided at all costs. Creating a schedule that balances work and health is essential.
Stage 3: Sense of autonomy
This is the stage at which things begin to “click” for the teacher candidate and they feel that they are in a good routine in regards to planning, instruction, and assessment of student learning. At this point, the teacher candidate should have fewer worries about the day-to-day issues but look more towards completing their journey well.
During this phrase, there may be times when the teacher candidate reflects on their teacher preparation courses and wishes that they had learned some particular concepts better, but overall, they are seeing the various ways to apply what they have learned. Feedback is seen in a more positive light in this phrase and a general belief that they will be a successful teacher begins to set in.
Stage 4: Concerns about students
At this point the teacher candidates realize that they are making an impact on the students. This is when the teacher candidate sees the power of their own daily practices and lessons on the lives of the students. This is the ideal time to celebrate their successes as a teacher candidate while recognizing the educational growth that students were able to have because the teacher candidate put forth the hard work and effort to support these students.