(Under)Developed and (Un)Heard: A Listening Guide Analysis of a Teach For America "Laster"

• In Event: Supporting Pre- and In-Service Educators

Abstract

Early career teachers make up a significant portion of the teaching workforce, yet nearly half of these teachers leave the field within their first five years. Among Teach for America (TFA), the numbers are even more startling. However, a small subset of TFA alumni remain teaching in their original placement schools. Guided by positioning theory, the purpose of this study was to uncover a more nuanced understanding of the experiences of one TFA “laster” as it relates to her professional identity development and overall commitment to teaching. Data from semi-structured interviews were analyzed using Gilligan’s Listening Guide methodology. Findings illustrated the participant struggled to respond to the challenge of feeling underdeveloped and unheard as it related to her instructional practice.

Authors

• Lindsey A Chapman, University of Florida

• Kristi Cheyney-Collante, University of Florida