Abstract
This qualitative phenomenological study examines the alignment between applicants’ expectations and graduating candidates’ lived experiences in a teacher education program at a Christian university. Drawing on data from 166 participants collected during application interviews and final capstone conversations, the research explores how candidates anticipated and later reflected on the program’s faith integration, community, and professional formation. Findings reveal that most candidates’ expectations were met or exceeded, highlighting three key shifts: faith experienced as lived values within an inclusive community; unexpected depth of relational support from faculty and peers; and meaningful professional and personal growth rooted in the faith-explicit context. The study situates these findings within teacher candidate identity theory, illustrating development across professional knowledge, practice, and beliefs. Implications emphasize the need for transparent recruitment communications, faculty mentorship that models integrative faith and professionalism, and whole-person support for faculty, staff, and candidates. This research contributes insights into expectation–reality dynamics in faith-informed teacher education, underscoring the program’s distinctive formation at the intersection of faith, identity, and professional standards.
Cover Page Footnote
Declaration of Generative AI technology in the writing process During the preparation of this work, the author used perplexity.ai in order to refine certain sections of the manuscript's clarity, conciseness, and professional tone. After using this tool, the author reviewed and edited the suggested revisions as needed and takes full responsibility for the content of the published work.
Recommended Citation
Birch, H. J.
(2026).
Teacher identity formation in a Christian university: Expectations and experiences.
International Christian Community of Teacher Educators Journal, 21(1).
DOI: https://doi.org/10.55221/1932-7846.1372