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Pre-service teacher candidates attended conferences with faculty and then delivered related presentations; some also published with faculty collaborators. A qualitative case study followed participants through graduate school and first/second-year teaching, analyzing how undergraduate professional learning influenced identity and perceptions. The article grounds definitions of professional learning in professional standards and reports emphasizing continuous improvement, collective responsibility, goal alignment, deep learning, reflection, coaching, and mentoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-learning-opportunities-for-teacher-candidates-volume-47-article-4/602041/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-learning-opportunities-for-teacher-candidates-volume-47-article-4/602041.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s purpose regarding teacher candidates’ professional learning?","Question",{"text":112,"@type":113},"The study examines how early professional learning experiences influence pre-service or beginning teachers’ views of professional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did participants engage in professional learning activities?",{"text":117,"@type":113},"Participants attended conferences with faculty, then participated in related presentations; some also published professionally with the involved faculty.",{"name":119,"@type":110,"acceptedAnswer":120},"What research approach does the article use?",{"text":121,"@type":113},"The article uses a qualitative case study that tracks participants as they move from undergraduate experiences into graduate study and first and second-year teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602041,1792165734,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 47  Number 1 | Article 4 |\n| --- | --- |\n| June 2021\u003Cbr>Professional Learning Opportunities for Teacher Candidates\u003Cbr>Victoria N. Seeger\u003Cbr>Northwest Missouri State University, [vseeger@nwmissouri.edu](vseeger@nwmissouri.edu)\u003Cbr>Chad Boyles\u003Cbr>Southwest Livingston County R-1 School District, [cboyles@southwestr1.org](cboyles@southwestr1.org)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Elementary Education and Teaching Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nSeeger, Victoria N. and Boyles, Chad (2021) \"Professional Learning Opportunities for Teacher Candidates,\"Educational Considerations: Vol. 47: No. 1. [https://doi.org/10.4148/0146-9282.2240](https://doi.org/10.4148/0146-9282.2240)  \n[This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[ ](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[Educational Considerations by an authorized administrator of New Prairie Press. For more information](Educational Considerations by an authorized administrator of New Prairie Press. For more information), please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nProfessional Learning Opportunities for Teacher  \nCandidates  \nVictoria Seeger and Chad Boyles  \nIntroduction  \nThe purpose of the study was to examine how early professional learning experiences might  \nimpact pre-service or beginning teachers’ views of professional development. The participants  \nfor the study were pre-service teachers, also coined teacher candidates or “aspiring teachers,”  \n(National Education Association, 2020) who had opportunities to attend conferences with  \nfaculty, then participated in related presentations following those experiences. Additionally,  \nsome of the participants published professionally with the faculty involved. The research  \nexplored how those early experiences impacted the pre-service and novice teachers’ perceptions  \nof professional development and how those experiences influenced their practice once they  \nentered the field of teaching.  \nThe qualitative case study followed undergraduates as they progressed into experiences as  \ngraduate students and first and second year teachers, and explored how professional learning  \nexperiences as undergraduates impacted their perceptions of themselves as students and as  \nbeginning teachers.  \nDefining Professional Learning  \nIn an overview of professional learning standards,(Standards for Professional Learning Quick  \nReference Guide, 2019) describes what is critical to becoming an effective educator within a  \nlearning community involving a commitment to “…continuous improvement, collective  \nresponsibility, and goal alignment” and related to data seeking “…to deepen their knowledge and  \nexpand their portfolio of skills and practices, always striving to increase each student’s  \nperformance”(LearningForward, 2019). These standards help us define what professional  \nlearning is and what we can expect from educators that develop skills aligning to them.  \nIn its Great Teaching and Learning Report (National Education Association, 2020), the National Education Association (NEA), notes that educators need “deep learning”(p. 6) if connections are to be made between theories learned in teacher preparation programs and what is actually  \npracticed in classrooms. Further, it notes the importance of reflection as well as coaching and  \nmentoring which are vital to honing teaching skills and abilities. The report also cites the  \nimportance of a teacher preparation program whose faculty ","cbCaimbtSH5lnoRD","https://ap.wps.com/l/cbCaimbtSH5lnoRD","pdf",314605,14,"English","# Introduction\n## Defining Professional Learning\n## Participants\n## Literature Review","[{\"question\":\"What is the study’s purpose regarding teacher candidates’ professional learning?\",\"answer\":\"The study examines how early professional learning experiences influence pre-service or beginning teachers’ views of professional development.\"},{\"question\":\"How did participants engage in professional learning activities?\",\"answer\":\"Participants attended conferences with faculty, then participated in related presentations; some also published professionally with the involved faculty.\"},{\"question\":\"What research approach does the article use?\",\"answer\":\"The article uses a qualitative case study that tracks participants as they move from undergraduate experiences into graduate study and first and second-year teaching.\"}]","Professional Learning Opportunities for Teacher Candidates - Volume 47 - Article 4 | PDF",1792093921,35]