Shadow teachers: Narratives of preservice teachers' identity development in long-term substitute positions

Abstract

Teacher shortages have led many districts to hire preservice teachers. Using narrative inquiry, this study examines the experiences of preservice teachers hired as long-term substitutes while they were still learning to teach. Their narratives reveal that they often felt caught between working like full-time teachers but being treated like temporary teachers. If employing preservice teachers remains a strategy for addressing shortages, teacher preparation programs and districts will need to collaborate more closely to support their success.