Supporting Black Male Preservice Teachers: Evidence from an Alternative Teacher Certification Program

Autor/inn/en	Bristol, Travis J.; Wallace, David J.; Manchanda, Sarah; Rodriguez, Anthony
Titel	Supporting Black Male Preservice Teachers: Evidence from an Alternative Teacher Certification Program
Quelle	In: Peabody Journal of Education, 95 (2020) 5, S.484-497 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bristol, Travis J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2020.1828690
Schlagwörter	Preservice Teachers; African American Students; African American Teachers; Males; Alternative Teacher Certification; Student Needs; Communities of Practice; Social Support Groups; Program Effectiveness; Self Advocacy; Peer Influence; Interpersonal Relationship + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Community; Social support; Soziale Unterstützung; Selbstbehauptung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Drawing on semistructured interviews with 20 Black male preservice teachers, this article examines one alternative teacher certification program's attempt to support these aspiring educators through an affinity group. Although a growing body of research highlights the challenges preservice Black teachers experience in their preparation programs, there is less research about how preparation programs create supportive environments for aspiring Black teachers and specifically Black male teachers. To fill this empirical gap, we explored the following research question: How do Black male preservice teachers describe the role of an affinity group in shaping their experience in their preparation program and in their clinical site? Findings from this study pointed to positive effects of participation in the affinity group for Black male preservice teachers. Specifically, affinity group participants communicated their needs openly with one another and facilitators, felt solidarity with one another--which allowed for collaborative problem solving--and cultivated tools for self-advocacy to meet both professional and personal goals. Implications for research, policy, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01