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

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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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1478743
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  Data: Interrogating Professional Identity: An Analysis of Preservice Teachers' Racial Identity Development
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  Data: <searchLink fieldCode="AR" term="%22Terry+J%2E+Stockton%22">Terry J. Stockton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7663-9706">0009-0000-7663-9706</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Urban+Learning%2C+Teaching%2C+and+Research%22"><i>Journal of Urban Learning, Teaching, and Research</i></searchLink>. May 2025.
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  Data: AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: https://jultr.online/about
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  Data: 34
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  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Identification%22">Racial Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink>
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  Data: 1946-2077<br />2766-497X
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  Data: 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.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
    Subjects:
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Racial Identification
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Place Based Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Professionalism
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Educational Experience
        Type: general
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      – TitleFull: Interrogating Professional Identity: An Analysis of Preservice Teachers' Racial Identity Development
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              Y: 2025
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