NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ633895
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1047-8248
Doin' What Comes Naturally: When Mothers Become Teachers.
Whitaker, Martha
Educational Foundations, v15 n3 p27-45 Sum 2001
Explored differences in how mother-students and traditional-aged, non-mother preservice teachers transitioned into classroom settings. Interview and observation data indicated that the overlap and influence between the dual roles of mothering and preservice teaching affected mother-students' transitions. Their maternal perspectives were marginalized in their teacher education programs, despite their beliefs that their maternal perspectives were an advantage. (SM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A