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Theorizing and Describing Preservice Teachers' Images of Families and Schooling


by Elizabeth Graue - 2005

This article examines how prospective teachers just beginning a professional education program think about working with parents. Through interviews with students in an elementary teacher education program, I explore how biography shapes dispositions toward families by setting expectations for the roles and the activities of participants. Merging cognitive, cultural, and narrative frameworks for teacher development, I suggest that prospective teachers must cross-traditionally consider cultural boundaries of race/class/gender but are also challenged as they move from being a child and student in family and school to the professional position of teacher. I argue that the role of teacher education is to manage the identity work necessary to integrate the tools of biography and the process of learning to relate to others in a new role.


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Cite This Article as: Teachers College Record Volume 107 Number 1, 2005, p. 157-185
https://www.tcrecord.org ID Number: 11693, Date Accessed: 12/15/2019 7:43:49 PM

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