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

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Bibliographic Details
Title: Interrogating Professional Identity: An Analysis of Preservice Teachers' Racial Identity Development
Language: English
Authors: Terry J. Stockton (ORCID 0009-0000-7663-9706)
Source: Journal of Urban Learning, Teaching, and Research. May 2025.
Availability: AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: https://jultr.online/about
Peer Reviewed: Y
Page Count: 34
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Professional Identity, Teacher Education Programs, Preservice Teachers, Student Attitudes, Racial Identification, Models, Essays, Reflection, Place Based Education, Teaching Methods, Professionalism, White Students, Racism, Educational Experience
ISSN: 1946-2077
2766-497X
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 (2016) racial identity developmental model, student reflective essays demonstrated the complex and dynamic processes that preservice teachers experience when engaging in diverse place-based educational experiences.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478743
Database: ERIC
Description
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 (2016) racial identity developmental model, student reflective essays demonstrated the complex and dynamic processes that preservice teachers experience when engaging in diverse place-based educational experiences.
ISSN:1946-2077
2766-497X