Exploring the Role of Prior K–12 Experiences on the Teaching Aspirations of Latina Preservice Teachers

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Transformative Spaces of Learning Across Preservice Teaching Experience (Table 33)

Abstract

Educational researchers have well established that Latina/o/x students experience marginalization in K-12 educational settings. The purpose of this paper is to discuss how K-12 experiences with schooling impact the teaching aspirations of two Latina pre-service teachers. The framework of the relationality, intentionality, and the ethical imperative of pedagogy is used to analyze the factors across time and space that impact their aspirations to become teachers of their communities. Findings from the qualitative study reveal that the pedagogical encounter they had with prior teachers in classroom spaces is important to their aspirations to become teachers, and these encounters inform the pedagogy they desire to enact in their future classrooms as social/racial justice educators.

Author

• Claudia Diera, California State University - Los Angeles