An Examination of Factors Impacting Perceptions and Intentions of Preservice Teachers in Title I Settings

• In Event: Equity, Justice, and Institutional Practice in Preservice Teacher Education

Abstract

This qualitative study examines the perceptions and intentions of 15 preservice teachers to teach in Title I schools based on three factors: exposure to Culturally Responsive Pedagogy in coursework, multiple field experiences, and Contact Hypothesis theory. The preservice teachers were placed into two focus groups based on their exposure to methods and field experiences during the program. Findings from the focus groups indicated that previous stereotypical perceptions of Title I schools and students within them were positively impacted among preservice teachers who had increased exposure to these three factors. Results suggested that participation in CRP coursework, and the application of Contact Hypothesis theory through multiple, meaningful field experiences can be an integral asset to teacher preparation programs.

Author

• Annemarie Kaczmarczyk, SUNY Cortland