Year
2026
Season
Spring
Paper Type
Doctoral Dissertation
College
Silverfield College of Education and Human Services
Degree Name
Doctor of Education in Curriculum and Instruction (EdD)
Department
Education
NACO controlled Corporate Body
University of North Florida. Department of Teaching, Learning and Curriculum
Committee Chairperson
Dr. Kim Cheek
Second Advisor
Dr. Raven Robinson-Wilson
Rights Statement
http://rightsstatements.org/vocab/InC/1.0/
Third Advisor
Dr. Yuting Sun
Fourth Advisor
Dr. Jamey Burns
Department Chair
Dr. Christian Winterbottom
College Dean
Dr. Steve Dittmore
Abstract
The landscape of teacher preparation is shifting toward clinically rich, practice-based models designed to bridge the longstanding gap between theoretical coursework and the realities of classroom teaching. Despite these reforms, many teacher candidates continue to face challenges in transferring what they learn in teacher preparation programs into effective instructional practice. This disconnect raises concerns about the coherence, responsiveness, and equity of current clinical preparation models, particularly in their ability to prepare future educators for diverse and high-need learning environments. This narrative inquiry study explores how elementary teacher candidates experience and apply professional learning experiences during a year-long internship in a school–university partnership (SUP) program. Drawing on narrative inquiry methodology, the study conceptualizes teacher candidate learning as a relational, situated, and developmental process. The conceptual framework positions clinical experiences not simply as opportunities to acquire technical teaching skills, but as contexts in which teacher candidates construct professional identity, internalize habits of reflective thinking, and learn to navigate real-world instructional challenges. Inquiry as stance is also incorporated to center reflection, practitioner knowledge, and agency as foundational to professional growth. Data was collected through semi-structured interviews after the conclusion of the teacher candidates’ internship year. Analysis included narrative coding, thematic analysis, and restorying. Findings revealed that teacher candidates experienced professional learning through three interrelated themes: translating professional learning into practice, developing a reflective and adaptive teacher identity, and navigating the tensions and realities of teacher preparation. The implications of these findings highlight the importance of coherent clinical structures, responsive mentorship, and inquiry-based reflection. The study underscores the need to center teacher candidate perspectives in the design of teacher preparation programs and contributes insights for strengthening partnerships between universities and schools to better support the development of novice teachers.
Suggested Citation
Medlock, Shaundricka, "What they learn, what they use: A narrative inquiry into teacher candidates’ application and perceptions of their professional learning experiences" (2026). UNF Graduate Theses and Dissertations. 1424.
https://digitalcommons.unf.edu/etd/1424
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons
Accessibility Statement
This item was created or digitized before April 24, 2027, or is a reproduction of legacy material created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the Library provides accessible versions of archival materials by request. If you are experiencing difficulty accessing the information on the site due to a disability, please submit a request through the following form for assistance.