It takes a toll on pre-service teachers and programs: Case studies of teacher candidates who withdrew from a teacher education program

Mark Boylan,Jingshun Zhang,Pei-Ying Lin,Ruth A. Childs

doi:10.1080/2331186x.2016.1160524

Abstract

AbstractPrevious studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who withdrew from a large one-year post-Bachelor’s ITE program. To better understand the experiences of these pre-service teachers and the reasons they withdrew, we present each case as a unique narrative before examining the similarities and differences in their expectations and why they withdrew from the program. We discuss possible interpretations of and approaches to preventing withdrawal for stakeholders of ITE programs.

Highlights

A pre-service teacher’s withdrawal from an initial teacher education (ITE) program is rarely easy and often costly for both the pre-service teacher and the program
This study set out with the aim of understanding the experience of older male pre-service teachers in a teacher education program and the reasons for their decision to withdraw from the program
We found that the following themes derived from the six interviews were consistent with the existing literature:

Summary

Introduction

A pre-service teacher’s withdrawal from an initial teacher education (ITE) program is rarely easy and often costly for both the pre-service teacher and the program. For the program’s instructors and other pre-service teachers, the withdrawal may be difficult and disruptive Because of these costs, both to the ITE program and to the pre-service teachers, ITE programs try to avoid having pre-service teachers withdraw. Both to the ITE program and to the pre-service teachers, ITE programs try to avoid having pre-service teachers withdraw This may involve providing academic, psychological, and/or financial supports for individuals while they are in the program. The one-year post-Bachelor’s degree ITE program where this study took place in 2010 provided opportunities for pre-service teachers who were not familiar with Ontario schools to spend extra time observing classrooms before they began the first in-school practicum, provided coaching for those who needed help with academic writing and study skills, provided counseling for those who were struggling psychologically, and offered a small number of bursaries for those who struggled to pay tuition. May be helping prospective pre-service teachers understand what the ITE program requires and what it is like to be a teacher in Ontario classrooms, so that they can make fully informed decisions about whether or not to begin the program

Methods

Results

Conclusion