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"We Can't Be Color-Blind in the Classroom": Peers, Program, and Preservice Teachers' Social Justice Identity
Thu, April 21, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, Temecula Ballroom 4Abstract
Teacher identity is central to the work of teachers and teacher education programs can serve as a foundation for teacher identity development. The purpose of this mixed methods study was to explore the role of peers and teacher education program in social justice teacher identity development in preservice teachers. Grounding my study in social network theory, I surveyed and conducted ethnographic observations of two cohorts of preservice teachers (n=63) in a graduate-level teacher education program in the southwestern united states. I also conducted three semi-structured interviews with 16 participants selected from each cohort over the course of the year. My results show that peers and program can play and outsize role in shaping preservice teachers’ social justice teacher identities.