Born To Be a Teacher: What Am I Doing in a College of Education?

Born To Be a Teacher: What Am I Doing in a College of Education?

-- Whitbeck

In this study, the author examined the beliefs about teaching held by pre-interns entering a college of education holistic program. The findings--based on the students' written narrative comments--indicate that through years of contact with teachers, and through personal experience as students, the participants believed they had gained useful information about the occupation of teaching. The author reports this knowledge formed a screen through which all potential information and knowledge about teaching passed. Three categories of student beliefs emerged: a belief in teaching as a calling, early identification with teachers as role models, and a view of themselves as teachers. Data analysis revealed a belief in a "special calling" or "gift" that would make them more successful than other individuals for this career. Students indicated this "gift" alone was enough to allow them to be successful teachers. Most of their beliefs developed from their own experiences as students, and from the comments of others (primarily teachers) about their teaching abilities. The author recommends use of more reflective teaching methods that would compel students to confront their skill levels and compare their perceptions with reality.