Willing but Not Yet Able: Preparing Preservice Teachers to Teach Students From Low-Income Families

• In Event: Targeting Poverty With Teacher Education Programs

Abstract

We describe a case study analysis of pre-service teachers’ (PSTs') perceptions of educating students from low-income families. Using a pre/post questionnaire and artifacts from a class assignment in a course taught by the authors, we found that while few PSTs describe first-hand experiences with low-income families, they articulate a desire to work in low-income schools in order to make a difference in students’ lives. However, PSTs’ comments sometimes reveal underlying beliefs that run counter to our instructional goals. Furthermore, we find that PSTs conceptualize their actions on a local level with individual students rather than seeking to advocate for societal change. Implications for practice and policy at the local level as well as our teacher certification program will be discussed.

Authors

• Melissa L. Shirley, University of Louisville

• Shelley Thomas, University of Louisville

• John Finch, Retired