Being More than Just Seen: The Struggle of Navigating the White Space of Teacher Education

Autor/inn/en	Blum, Grace Inae; Reyes, Keith; Hougan, Eric
Titel	Being More than Just Seen: The Struggle of Navigating the White Space of Teacher Education
Quelle	In: Journal for Multicultural Education, 15 (2021) 3, S.239-252 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-02-2021-0019
Schlagwörter	Preservice Teacher Education; Minority Group Students; Preservice Teachers; Student Attitudes; Educational Experience; Whites; Minority Group Teachers; Critical Race Theory; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; African Americans; Hispanic Americans; Asian Americans; Social Isolation; Interpersonal Relationship; Caring + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Bildungserfahrung; White; Weißer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Afroamerikaner; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Soziale Isolation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung
Abstract	Purpose: The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA. Design/methodology/approach: This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program. Findings: The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care. Originality/value: This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01