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ERIC Number: EJ1119183
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1946-2077
Students and Teachers Co-Constructing Identity
Dell'Angelo, Tabitha; Seaton, Gregory
Journal of Urban Learning, Teaching, and Research, v12 p124-132 2016
This paper examines how pre-service teachers were able to explore their own beliefs and build meaningful relationships with elementary school students in an after-school context. After school programs provide an opportunity for teachers and students to get to know one another in a way that is not typically possible during the regular school day. Through observations and review of pre-service teacher journals, insights about the value of after-school programs as a sight for self-appraisal, challenging biases, and confirming (or reconsidering) the choice to become a teacher are revealed. Results suggest that combining the after-school practicum experience with selective readings and class discussions allowed preservice teachers to take a critical look at their choice to become a teacher and their disposition toward typically marginalized children and schools.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A