ERIC Number: EJ1240086
Record Type: Journal
Publication Date: 2020
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0737-5328
EISSN: N/A
Teacher Candidates Navigate Third Space to Develop as Culturally Responsive Teachers in a Community-Based Clinical Experience
Jacobs, Jennifer; Davis, Jeni; Hooser, Angela
Teacher Education Quarterly, v47 n1 p71-96 Win 2020
The purpose of this study was to explore teacher candidates' (TCs') learning when provided with an opportunity to a gain deeper understanding of their identity as teachers in a diverse community-based clinical experience at a local Boys and Girls Club. The analysis of two course assignments pointed to the community-based clinical experience as a context that served to uncover or highlight an explicit binary between the TCs' understanding of themselves as teachers and their elementary students as learners. Within the data, the TCs described how certain key features of the experience (conversations with students, carefully selected readings, and opportunities to put ideas into practice) supported the development of a third space for reflection and renewal. Reflecting on self and students prompted most TCs to question their previous assumptions about children and to develop as culturally responsive teachers. The findings have implications for teacher preparation program and curriculum design.
Descriptors: Preservice Teachers, Culturally Relevant Education, Student Development, Clubs, Children, School Community Relationship, Professional Identity, Service Learning, Teacher Education, Self Concept, Elementary School Students, Reflection, Student Centered Learning, Student Diversity
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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
Grant or Contract Numbers: N/A