Document Type
Article
Publication Date
2008
Keywords
teacher development, preservice teachers, teacher education
Digital Object Identifier (DOI)
https://doi.org/10.1080/13613320802291165
Abstract
In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.
Rights Information
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Race Ethnicity and Education, v. 11, issue 3, p. 267-283
Scholar Commons Citation
Gomez, Mary L.; Rodriguez, Terri L.; and Agosto, Vonzell, "Who are Latino/a Prospective Teachers and What do They Bring to U.S. Schools?" (2008). Educational Leadership and Policy Studies Faculty Publications. 4.
https://digitalcommons.usf.edu/els_facpub/4
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, Education Policy Commons, Race, Ethnicity and Post-Colonial Studies Commons, Teacher Education and Professional Development Commons
