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ERIC Number: EJ983560
Record Type: Journal
Publication Date: 2012
Pages: 24
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1547-688X
Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates
Mawhinney, Lynnette; Rinke, Carol R.; Park, Gloria
New Educator, v8 n4 p321-344 2012
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preservice teachers envision advocacy as serving as role models for their future students, while White preservice teachers advocate for their students through their instructional actions in the classroom. This study complicates ideas of race, agency, and teacher advocacy. (Contains 1 table, 1 figure, and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania