ERIC Number: ED407386
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Hearing the Voices of Hispanic Preservice Teachers: An Inside-Out Reform of Teacher Education.
Mullen, Carol A.
This study of cultural self-identity is based on stories of mentorship drawn from a 6-month study of 11 female Hispanic preservice teachers enrolled in degree programs at Texas A&M University. These students were interviewed about mentoring influences that contributed to their decision to become teachers, about sponsorship and assistance personally available on campus, and about the various mentoring contexts they encountered, organizations to which they belonged, and the nature of their own work. Notably, participants stressed professional development in the context of parental and family support. They articulated needs in the following areas of professional development: interaction among diverse cultures within campus communities; an official bilingual education program at the undergraduate level; opportunity to talk about issues related to teaching within Hispanic and non-Hispanic (culturally-mixed) organizations; leadership training within Hispanic mentoring organizations; a deeper understanding of the Hispanic culture to dissipate stereotypes such as those governing special rewards and privileges; in depth learning about other cultures; and more empowering and transformative language. These professional development perspectives underscored the need for sufficient support in the areas of advisement, counseling, and leadership. (Contains 35 references.) (JLS)
Descriptors: Career Choice, Educational Change, Elementary Secondary Education, Higher Education, Hispanic American Students, Hispanic Americans, Mentors, Minority Group Teachers, Multicultural Education, Preservice Teacher Education, Preservice Teachers, Professional Development, Student Attitudes, Teacher Education Programs
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A