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Using Feiman-Nemser’s framework, the study identifies dominant perspectives and analyzes congruence between preservice-program orientations and candidates’ conceptions of professional development. Findings indicate that conceptual orientations may not be used equally in practice. The critical/social orientation was often unsupported by associate teachers and was difficult to implement in math and science, while the personal orientation required prolonged school experience candidates reported lacking.",{"@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/teacher-candidates-perceptions-of-conceptual-orientations-in-their-preservice-program/596441/",{"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/teacher-candidates-perceptions-of-conceptual-orientations-in-their-preservice-program/596441.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study investigate teacher candidates’ perceptions?","Question",{"text":112,"@type":113},"It used interviews, focus groups, and observations to examine how teacher candidates understood the conceptual orientations shaping their preservice program and practicum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework guided the analysis of the data?",{"text":117,"@type":113},"The analysis was guided by Feiman-Nemser’s (1990) framework to determine the dominant perspectives of teacher candidates.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges were reported for implementing the critical/social orientation?",{"text":121,"@type":113},"Teacher candidates reported that the critical/social orientation was often not supported by associate teachers and was particularly difficult to implement in math and science subjects.","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},596441,1792165444,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Teacher Candidates’ Perceptions of Conceptual Orientations in Their Preservice Program  \nLouis Volante  \nLorna Earl  \nUsing interviews, focus groups, and observations, we examined teacher candidates’understanding of the conceptual orientations that defined their preservice program and practicum experience. Using Feiman-Nemser’s (1990) framework, we analyzed our data to determine the dominant perspectives of teacher candidates. Results indicated congruence between the orientations (i.e., critical/social and personal) of their preservice program and teacher candidates’ conceptionsoftheir professionaldevelopment. The results also suggested that conceptual orientations may not all be equally used in practice. Teacher candidates reported that the critical/social orientation was often not supported by their associate teachers and was particularly difficult to implement in math and science subject areas. Data also suggested that the implementation of the personal orientation depended on a prolonged experience within schools, which teacher candidates reported they were lacking.  \nKeywords: preservice teacher education, conceptual orientation, field-based teacher education, constructivist teaching, practicum  \nÀ l’aide d’entrevues, de discussions en groupe etd’observations, les auteurs ont cherchéà cerner la compréhension qu’ontles futurs enseignants des orientations conceptuelles quidéfinissent leur programme de formation et leurs stages. Analysant les données recueillies à l’aide du cadre de Feiman-Nemser (1990), ils ontmis en lumière les principaux points du vue des candidats à l’enseignement. Les résultats indiquent une congruence entre les orientations (critique/sociale et personnelle) du programme deformation à l’enseignement et les idées que se font les candidats à l’enseignement au sujet de leur perfectionnement professionnel. Les résultats donnent également à penser que les orientations conceptuelles ne sont peut-être pas toutes utilisées de manière égale dans la pratique. Les candidats à l’enseignementont signalé que l’orientation critique/sociale ne reçoit pas souvent l’appui des enseignants associés et était particulièrement difficile à mettre en œuvre en mathématiques et en sciences. Les données recueillies semblent égalementindiquer que le recours à l’orientation personnelle suppose une expérience prolongée dans les écoles, ce qui faitdéfaut, comme l’ont fait remarquer les candidats à l’enseignement.  \nMotsclés : formation à l’enseignement, orientation conceptuelle, formation à l’enseignement sur le terrain, enseignement constructiviste, stage  \nAlthough many preservice programs are based on particular views of what constitutes an effective teacher, no single unifying theory of teacher  \nCANADIAN JOURNAL OF EDUCATION 27, 4 (2002): 419–438  \neducation currently exists (Goodlad, 1998; Schwartz, 1996) . Theorists and researchers in teacher education disagree with each other on what student teachers need to know and the best way to help them develop that knowledge (Hargreaves & Jacka, 1995; Jackson & Leroy, 1998) . Attempts to legitimate particular kinds of teaching and to advance projects in teacher education do so in a context with little or no consensus. Research suggests multiple ways of understanding the meaning of effectiveness in teacher education; linear notions of reform do not reflect the dynamic qualities of teacher-education programs (Dunleavy, 1996) . Our study examined the applicability of key concepts that underpinned an intermediate/senior preservice program. The latter may suggest important constraints that affect the application of particular approaches to teaching.  \nDIFFERENTIATING TEACHER-EDUCATION PROGRAMS  \nUnlike students studying medicine, law, accounting, or architecture, who tend to follow a set curriculum, not all teachers receive the same training (Darling-Hammond, 1996) . More than ever, teacher-education programs are characterized by a variety of structural models and conceptual orientations tha","cbCaii33V07RYEkv","https://ap.wps.com/l/cbCaii33V07RYEkv","pdf",483238,"English","# Differentiating Teacher-Education Programs\n## Conceptual Dimensions","[{\"question\":\"How did the study investigate teacher candidates’ perceptions?\",\"answer\":\"It used interviews, focus groups, and observations to examine how teacher candidates understood the conceptual orientations shaping their preservice program and practicum.\"},{\"question\":\"What framework guided the analysis of the data?\",\"answer\":\"The analysis was guided by Feiman-Nemser’s (1990) framework to determine the dominant perspectives of teacher candidates.\"},{\"question\":\"What challenges were reported for implementing the critical/social orientation?\",\"answer\":\"Teacher candidates reported that the critical/social orientation was often not supported by associate teachers and was particularly difficult to implement in math and science subjects.\"}]","Teacher Candidates’ Perceptions of Conceptual Orientations in Their Preservice Program | PDF",1792083087]