Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

中文翻译：

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迷惑困境的阈限状态：英语教师候选人的两个案例研究

研究表明，教师教育计划中教授的渐进式方法对教师候选人在实习学期遇到的传统方法几乎没有影响。为了了解如何更好地解决在准备教师候选人方面的这种脱节，这里报告的研究使用工具案例研究来检查两名中学英语教师候选人在学生教学学期之前、期间和之后对教授文学的信念。通过学习过程的理论框架，研究人员发现了学生教师陈述的信念、课程计划、教学视频以及他们对面试问题的回答之间的差异。这些差异揭示了未经检验的假设和限制状态，反映了他们学习的转变过程。