Conceptualizations of Students as a Mechanism of Growth and Non-Growth in Novice Teachers
| Autoři | |
|---|---|
| Rok publikování | 2026 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This study examines how novice teachers’ conceptualizations of students shape their professional learning, focusing on their role as a mechanism of both growth and non-growth. While prior research has highlighted variability in teachers’ developmental trajectories, less attention has been paid to how teachers’ interpretations of students contribute to these processes. Drawing on a qualitative longitudinal study of six novice teachers in the Czech Republic, we analyse how conceptualizations of students are embedded in teacher reasoning and linked to changes in teaching competencies over time. Using the Interconnected Model of Professional Growth as an analytical framework, we conceptualize student conceptualizations as part of the personal domain that mediates and can either enable or constrain the activation of reflection and enactment processes. The analysis traces how these conceptualizations are associated with different developmental trajectories across competencies. Findings show that when teachers construct students as capable and responsive learners, they are more likely to experiment, sustain engagement, and develop their practice. In contrast, deficit-oriented conceptualizations constrain instructional decision-making, limit teachers’ agency, and contribute to stagnation or decline in competencies. The results highlight that conceptualizations of students function not only as interpretations of classroom reality but as mechanisms shaping what teachers perceive as possible in their practice. This study contributes to a more nuanced understanding of non-linear professional learning and underscores the importance of addressing teacher thinking about students in supporting novice teacher development. |