Preparing Teachers to Work in Border Communities

• In Event: Roundtable Session 49
  In Roundtable Session: Latino Social Justice Spaces

Abstract

The purpose of this study was to understand the challenges and rewards of teaching in an Arizona/Mexico community. Nine preservice teachers in K-8 classrooms and who were enrolled in a teacher certification program housed in the one of the community schools were interviewed and their narratives were systematically analyzed for common themes. Perservice teacher shared their stories of why they chose to teach and their experiences teaching in a border community. Using Bronfenbrenner’s ecological theory of human development as well as approaching teacher preparation from a social justice perspective, this study sought to understand the intersection of various pedagogical, socio-political, cultural, and affective factors that impact teachers working in border communities.

Authors

• Margarita Jimenez-Silva, Arizona State University

• RikkiLynn Archibeque, Arizona State University

• Laura M Gomez, ASU