© 2019

Proactive Images for Pre-Service Teachers

Identity, Expectations, and Avoiding Practice Shock


Table of contents

  1. Front Matter
    Pages i-x
  2. The Nature of the Problem

    1. Front Matter
      Pages 1-1
    2. Jeremy Delamarter
      Pages 3-14
    3. Jeremy Delamarter
      Pages 15-35
    4. Jeremy Delamarter
      Pages 37-62
    5. Jeremy Delamarter
      Pages 63-84
    6. Jeremy Delamarter
      Pages 85-116
  3. Where Do We Go from Here?

    1. Front Matter
      Pages 117-117
    2. Jeremy Delamarter
      Pages 119-148
    3. Jeremy Delamarter
      Pages 149-187
    4. Jeremy Delamarter
      Pages 189-206
  4. Back Matter
    Pages 207-210

About this book


This book provides tools to help pre-service teachers and teacher-preparation programs identify, evaluate, and respond to misaligned expectations early in the teacher-preparation sequence. Plato tells the story of prisoners who mistake the shadows on the wall of their cave for flesh-and-blood reality. These “shadow narratives” dominated their expectations, and when confronted with a three-dimensional reality that bore little resemblance to the shadows, the prisoners were blinded by the light. Surrounded by images and rhetoric that reduce the fullness of teaching to flat, two-dimensional representations, today's pre-service teachers tend to develop expectations of teaching that resemble the shadows more than they resemble reality. These misaligned expectations often lead to practice shock: the painful and disillusioning cognitive dissonance that comes about when unsustainable expectations collide with real-world practice. Intended as a proactive manual for mitigating practice shock, this book shines a light on the shadows by giving pre-service teachers the tools to examine, confront, and revise their own misaligned expectations of teaching before they reach the point of crisis. 


Practice Shock Early Career teacher Pre-service teacher teacher education shadow narratives cognitive dissonance

Authors and affiliations

  1. 1.Northwest UniversityKirklandUSA

About the authors

Jeremy Delamarter is Associate Professor and Director of Alternative Routes to Certification at the College of Education at Northwest University, USA.

Bibliographic information