The Construction of Teacher Identity: The Impact of Cultural Immersion on Teacher Candidates’ Understanding of Self and Teaching in Urban Schools

• In Event: Redefining Teacher Education Through Community-Based Collaboration

Abstract

1. Purpose

This paper describes a study of cultural immersion experience in teacher education at a predominantly white institution. The purpose was to examine the impact of cultural immersion experiences on teacher candidates’ understanding of self and identity as a teacher in urban schools.

2. Perspective(s) or theoretical framework

The racial/ethnic populations in public schools has changed dramatically in recent years and will continue to shift to a majority non-White population (NCES, 2010). It is projected that by 2035, students of color will be the majority (Villegas & Lucas, 2002). However, the population of teachers in the United States is 86% White (Amatea, 2009), which often results in a cultural “disconnect” between teacher and student (Au, 1994; Irvine, 1990; Sleeter, 2001), resulting in a challenge for teachers to well-serve all students in their classrooms.
Teacher candidates should be provided with many opportunities to interact with students and families outside of school and gain a broad understanding of cultural diversity (Gay, 2004; Haberman, 2000; Ladson-Billings, 1994, 2001; Zeichner, 2003). Cultural immersion programs contribute to strengthening the efforts of teacher preparation programs in producing candidates that possess the knowledge, skills, and dispositions essential to ensuring positive outcomes for all children.

3. Methods and modes of inquiry

The program in this study is guided by a social constructivist framework, in which candidates are immersed in experiences designed to assist them in constructing knowledge regarding their understanding of self and their identity as a teacher in urban schools. (Noddings, 1990; Vygotsky, 1978). This qualitative study focuses on candidates’ construction of knowledge about reality and how it impacts their role as a teacher (Patton, 2002).
Data are being managed and analyzed through inductive analysis with an open coding approach, in which the researcher is open to patterns and themes that emerge from the data (McMillan, 2000). Data are being reviewed through the lens of two research questions, “How has this experience influenced candidates’ understanding of self?” and “How has this experience influenced candidates’ identity as a teacher in urban schools?”

4. Data sources

This study focuses on 37 teacher candidates enrolled in a cultural immersion course. Data were collected throughout the 8-week semester through written documents, observation and focus groups. Candidates submitted weekly reflections of their experiences, focus groups met four times, and course sessions were observed.

5. Results

Data are currently being collected and analysis is in preliminary stages. Data include candidates’ reflections of their perceptions of the community; their preconceived thoughts about self and others; awareness of their thought patterns; their realization of the complexity of teaching in urban communities and renewed desire to teach in urban schools.

6. Scholarly significance of the study or work

The changing demographics within our schools create an immediate need for teacher preparation programs to better prepare all teachers for the diversity that exists within our schools. The findings of this study will help inform the development of quality teaching and professional education practices in teacher education that promote diversity, equity, and global perspectives.

Author

• Jennifer H. Waddell, University of Missouri - Kansas City