ABSTRACT
Preservice teachers often enter the teaching profession because of preconceived notions of what it is to be a teacher. In this chapter, we explore the attitudes and conceptions of preservice teachers and their decision to become educators. Using data gleaned from qualitative surveys administered to students in a teacher preparation program that both did and did not disclose a disability, we trace the reasons why students entered the teaching preparation program and analyze their responses. Based on the survey results, we conceptualize an in-depth teacher education experience revolving around seminar-type courses and extended field experiences, while promoting the role of peer, faculty, and cooperating teacher mentors within the process. We believe addressing preconceived notions and turning theory into practice are the responsibilities of the teacher education program to prepare competent preservice teachers.
