scholarly journals We are the Vanguard, Not the Norm: Stories of Successful Minority Students in Predominantly White Graduate Teacher Education Programs

2000 ◽  
Author(s):  
Leslie Rennie-Hill
Keyword(s):  
Teacher Education ◽  
Predominantly White ◽  
Minority Students ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Graduate Teacher Education

scholarly journals ‘It’s an adjustment’: The experiences of stay-at-home mothers in graduate teacher education programs

2018 ◽  
Vol 3 ◽  
Author(s):  
Karrin Lukacs
Keyword(s):  
Teacher Education ◽  
Future Research ◽  
Return To School ◽  
Teacher Education Programs ◽  
Professional Lives ◽  
Education Programs ◽  
Dual Roles ◽  
Graduate Teacher Education ◽  
At Home

It is important that teacher education programs be aware of their students’ lives and experiences both inside and outside of the classroom. This is especially true in the case of students who are also stay-at-home mothers who are trying to balance the demands of their personal and professional lives and to adjust to the differing expectations for each. This study was designed to explore the experiences of 10 stay-at-home mothers who decided to return to school to become teachers. Results indicate that the students felt that motherhood helped them to be more tolerant and understanding, but that it was often difficult to balance their dual roles of mother and student. Implications for graduate teacher education programs and recommendations for future research are discussed. 

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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