Creating a Grounded Theory for Teacher Preparation

Traditional teacher education programs have seen enrollment declines. Understanding teacher education can be a step towards improving the teacher preparation process. This study offers insights into teacher preparation from the perceptions of a teacher candidate and a teacher educator who met to reflect and discuss seminar activities. The research questions focused on perceptions of self and other, identity, and culture. The researchers applied Invitational Education foundations and elements such as the Perceptual Tradition and intentionality, care, optimism, respect, trust (I-CORT) in their mindful reflections and analyses. This qualitative study applied a grounded theory approach to construct a theory of teacher preparation for this particular case. The research questions examined the researchers’ perceptions of themselves and one another as well as their identities and cultures. Methods consisted of two semi-structured dual interviews whereby the teacher educator and the teacher candidate took turns serving as the interviewer and the interviewee. Interviews were transcribed and examined for patterns with the aid of an artificial intelligence (AI) transcription software program. Qualitative themes generated from the interview data consisted of connections and relationships, growth mindset, cultural aspects of identity, support, bias and stereotyping, diversity and equity, and reflection. The generated theory revealed the interconnectedness of the identified themes that suggests that to obtain a theory of teacher preparation, it is vital to focus on the perceptions of teacher candidates and teacher educators.