"Confident, Somewhat, Maybe": What Teacher Candidates' Reflections Reveal About Their Teaching Identity and Practice

This study examined teacher candidates' reflections to learn more about their teaching identity and classroom practices. Qualitative data from field notes, semi-structured interviews, and photos of classrooms were used to triangulate findings. The results show that teacher candidates' pedagogical skills and ability to articulate their practice, fall within a range of teaching performance evident through their reflections. Some candidates displayed teaching identities that demonstrated their knowledge and ability to self-assess; explain their decisionmaking; and identify specific areas for improvement along with the anticipated outcomes from those pedagogical shifts. Results suggest that when candidates can self-assess and articulate their practice, their self-perception as classroom teachers is likely to convey efficacy and confidence.