Document Type

Article

Publication Date

January 2008

Keywords

Latino, Teacher Education

Abstract

In this article we explore the life histories of two Latino/a prospective elementary teachers in a large Midwestern university; examine their knowledge, strengths and needs as teachers, and consider how teacher educators might capitalize on these. We explore how these prospective teachers' prior family, home, K-12 schooling, and university experiences have forged their identities and affected how they think about campus peers and classroom colleagues, and their obligations to their students.

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