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Abstract
This study asked preservice teachers to draw "a teacher at work" before and after their initial field experience. These drawings provide rich data about the evolving images that preservice teachers use to make meaning of complex classroom cultures and their perceptions of the teacher within these settings. These drawings also provide interpretive access to the changing attitudes and beliefs of preservice teachers about the nature of teaching and learning during their initial socialization into the profession. We suggest that drawings be more widely used by teacher educators, school-based mentors, university-based supervisors, and placement coordinators ...