Connecting with the "Other" Side of Us: A Cooperative Inquiry by Self-Identified Minorities in a Teacher Preparation Program

Autor/inn/en	Bower-Phipps, Laura; Homa, Thomas D.; Albaladejo, Cristina; Johnson, Arlette Mello; Cruz, Maria Cristina
Titel	Connecting with the "Other" Side of Us: A Cooperative Inquiry by Self-Identified Minorities in a Teacher Preparation Program
Quelle	In: Teacher Education Quarterly, 40 (2013) 2, S.29-51 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Minority Groups; Teacher Education Programs; Role Models; Diversity (Faculty); Self Concept; Career Choice; Occupational Aspiration; Teaching Methods; Teacher Attitudes; Student Attitudes; Teacher Educators; Qualitative Research; Autobiographies + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Identifikationsfigur; Selbstkonzept; Berufsneigung; Berufsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Autobiography; Autobiografie; Autobiographie
Abstract	Minority teacher candidates' capacity to connect with diverse students in preK-12 settings is a driving force behind the demographic imperative to diversify the teaching professions (Achinstein, Ogawa, Sexton, & Freitas, 2010; Banks et al., 2005). Teacher candidates of color have great confidence in their abilities to relate to students of color and to serve as role models (Weisman & Hansen, 2008; Williams, Graham, McCary-Henderson, & Floyd, 2009). The possible connections fostered by a diversified teaching force are offset by the reality of classroom demographics. Recognizing the importance of increasing the number of minorities in teacher education programs and subsequently increasing the number of minority teachers in the field, this article is written by five self-identified minorities in teacher education. The authors view their experiences through the lens of connecting to others as they explore their decisions to enter teaching, their experiences in a teacher preparation program, and their professional goals. Four questions frame their research: (1) What does it mean to identify as the "other" in a teacher education program? (2) What obstacles have they encountered as a result of being the "other"? (3) How do they, as teacher candidates and a teacher educator, believe their "otherness" will impact their teaching? and (4) In what ways do they perceive their "otherness" as a benefit to education programs and education as a whole? (Contains 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10