Interrogating Professional Identity: An Analysis of Preservice Teachers' Racial Identity Development

• In Event: Issues in Preservice and Inservice Teacher Learning, Paper Session 8

Abstract

The following qualitative study analyzed pre-service teachers' reflective essays during an introductory place-based educational experience class. The analysis examined how racial identity is an integral component of preservice teachers' professional identity development. Using Helm (2007) and Howard’s racial identity developmental model, the reflective essays demonstrated the complex and dynamic processes that preservice teachers experience when engaging in diverse place-based educational experiences.

Author

• Terry J Stockton, GVSU EDF 115 Stockton