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oai:mountainscholar.org:10217/2369772025-12-30T03:27:55Zcom_10217_100532com_10217_100000com_10217_100405com_10217_100303col_10217_182111col_10217_100410

Pike, Elizabeth, author Sebald, Ann, advisor Tschida, Christina, committee member Jennings, Louise, committee member Reid, Louann, committee member 2023-08-28T10:29:08Z 2023-08-28T10:29:08Z 2023 Pike_colostate_0053A_18002.pdf https://hdl.handle.net/10217/236977 https://doi.org/10.25675/3.02452 This study looks beyond the student teaching experience into the world of six beginning teachers and how their capstone experience impacted their thinking, practice, and professional identity. Three of the teachers participated in a coteaching during student teaching model (CTDST) and the other three participated in a traditional student teaching placement (TST). A collective case study research design was used to gain an understanding of the complex process of constructing a professional identity. Within-case analysis and between-case analysis found that although the six research participants shared budding teacher identities, growth mindsets, and courage, there were differences between the TST participants and the CTDST participants. The two groups differed in the accuracy of their assessment of their classroom management skills and in the timing and placement of the first time they recognized themselves as teachers. Moreover, the experiences of participants in effective CTDST placements supported previous research findings that extensive collaboration with mentor teachers was beneficial for beginning teachers and strengthened their teacher identity. born digital doctoral dissertations English eng Colorado State University. Libraries 2020- Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. coteaching narrative analysis student teaching mentor teacher collective case study design professional identity The stories of how two different student teaching models impacted teacher identity: six narratives of beginning teachers Text Doctor of Philosophy (Ph.D.) Doctoral Education Colorado State University This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). open.access