Opportunity Openers for Preservice Science Teachers Experiencing the 'Two-Worlds Pitfall'

The clinical experience of preservice teachers can provide rich opportunities for them to learn about the work of teaching, but for many novices the opportunities are more limited because their host classroom does not reflect the type of instruction that they learn in their university coursework. Without these opportunities, preservice teachers (PSTs) may not get to apply, experiment with, and internalize the research-based teaching practices they are trained with. To address this challenge, this chapter looks at how the teacher education program, novice’s professional agency, and mentor openness can work together to open up new learning opportunities for teacher candidates facing the “two-worlds pitfall.” We interviewed and surveyed 63 teacher candidates throughout their clinical placement. Based on their reports, we coded the placement for its congruence with the PST’s university coursework. For candidates in low congruence placements, we analyzed their learning opportunities over time and the role of the three factors (university structures, PST agency, and mentor openness) in creating those opportunities. We use the story of three preservice teachers to illustrate how the factors can work in isolation but can also work together to create more frequent and more meaningful opportunities to learn how to teach with effective and equitable practices. Teacher education programs, teacher candidates, and mentor teachers all have a role to play in preparing teachers who are ready to work in high-need classrooms. As such, we have recommendations for how all three groups can create opportunities to learn about teaching during the clinical placement, even when the host classroom and the university are not fully aligned.