Exploring Aspiring Teacher Learning to Teach and Identity Development in a Grow Your Own Program (Poster 12)

• In Event: AERA Poster Session Sixteen
  In Poster Session: Exploring Teacher Identities and Teaching Contexts

Abstract

This qualitative study examined the professional identity development of graduates of a Grow Your Own (GYO) pre-educator program partnered between a university-based teacher education program and schools in a southern state of the U.S. Interviews and analysis of documents and artifacts revealed that the integrated learning that combined academic knowledge and field experiences afforded by the GYO allowed participants to understand what it entailed to be a teacher in authentic classroom settings while exploring their emerging teacher identities as peripheral yet legitimate members of the teaching community of practice. Their situated learning was supported by a strong mentorship and collaborative partnerships among high schools, universities, and the community. Implications for strengthening school-university partnerships in teacher preparation were discussed.

Authors

• Yiting Chu, University of South Florida - Tampa
  Presenting Author

• Amy Weems, University of Louisiana at Monroe
  Presenting Author