Experiences of Latinx Pre-Service Teachers in the State of Georgia
Disciplines
Bilingual, Multilingual, and Multicultural Education | Education | Higher Education
Abstract (300 words maximum)
This qualitative study examines the experiences of Latinx Pre-service teachers in colleges of education in the state of Georgia, a state in considered to be part of the New Latinx South. Aligned with critical scholarship, this study seeks to learn about what support pre-service teachers are receiving, what they need, and what barriers they encounter in their journey to becoming teachers. Data sources for this study include interviews with pre-service teachers in the state of Georgia. This interview protocol seeks to learn and understand these implications through the firsthand experiences and stories of Latinx pre-service teachers. Results from this study suggest Latinx pre-service teachers experience many barriers on their journey to becoming a teacher, including navigating institutions of higher education on their own, working full time while studying, and attending colleges that provide limited support. Additionally, the interviews displayed common themes such as seeking a sense of belonging and representation in the classroom. Implications for this study have the potential to inform how colleges of education provide support to Latinx pre-service teachers.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Sanjuana Rodriguez
Experiences of Latinx Pre-Service Teachers in the State of Georgia
This qualitative study examines the experiences of Latinx Pre-service teachers in colleges of education in the state of Georgia, a state in considered to be part of the New Latinx South. Aligned with critical scholarship, this study seeks to learn about what support pre-service teachers are receiving, what they need, and what barriers they encounter in their journey to becoming teachers. Data sources for this study include interviews with pre-service teachers in the state of Georgia. This interview protocol seeks to learn and understand these implications through the firsthand experiences and stories of Latinx pre-service teachers. Results from this study suggest Latinx pre-service teachers experience many barriers on their journey to becoming a teacher, including navigating institutions of higher education on their own, working full time while studying, and attending colleges that provide limited support. Additionally, the interviews displayed common themes such as seeking a sense of belonging and representation in the classroom. Implications for this study have the potential to inform how colleges of education provide support to Latinx pre-service teachers.