Student Scholar Symposium Abstracts and Posters

Document Type

Poster

Publication Date

Fall 12-3-2025

Faculty Advisor(s)

Dr. Tara Barnhart

Abstract

This study examined how early-career teachers utilize Personal Practical Theories (PPTs)—core beliefs about teaching and learning—to navigate first-year challenges. PPTs represent convictions about pedagogy, engagement, and classroom management that teachers develop throughout their preparation. This two-year longitudinal study followed credential program students through training and into their first year of service, replicating and extending Levin et al. (2013).

During preparation, participants engaged in reflection to develop coherent PPTs guiding future practice. Through self-studies, peer discussions, and faculty mentorship, they assessed congruence between stated beliefs and actual implementation, creating a baseline understanding of pedagogical identity. PPT enactment during the first teaching year was analyzed through structured interviews, reflective journals, classroom observations, and Critical Friends group sessions held every six weeks. This multi-method approach provided rich, triangulated data on how teachers navigated the transition from preparation to practice. The central question examined whether teachers utilized PPTs to identify, analyze, and resolve conflicts while resisting institutional pressures threatening their values.

Findings revealed consistent conflicts between progressive ideals and institutional demands

emphasizing standardization, testing, and traditional management. Engagement and empathy-related PPTs were both strengths and struggles, as curricular mandates and time constraints limited student-centered practices. Teachers reported feeling torn between building meaningful relationships and covering prescribed content.

Critical Friends groups proved vital, offering reflection, collaboration, and emotional support. In contrast, lack of site-based mentorship heightened stress, isolation, and attrition risk. Participants with consistent, philosophically aligned mentors were likelier to persist and integrate their PPTs into practice. This work highlights pathways for supporting teacher retention and growth, addressing the nationwide.

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Presented at the Fall 2025 Student Scholar Symposium at Chapman University.

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