Reimagining Preservice Experiences for Aspiring Latino Teachers in the United States

ABSTRACT

This study examines the significance of the world views and life experiences of preservice Latino teachers in the United States as they uncover their untapped potential to address the social, cultural, and political needs of a racially and ethnically diverse student population. Using a qualitative approach that includes in-depth individual interviews, we explore the relationships, goals, and insights of five Latino men studying teacher education. Specifically, we investigate their experiences, costs, and barriers as they constructed their biographies and developed pedagogical knowledge as burgeoning teachers. The participants share their relationships, commitments, and responsibilities in and out of school. They also spoke of multiple barriers that prevented them from entering the profession, including credentialing, low expectations for learning, and financial and familial obligations, among other concerns. Results are discussed with recommendations for reimagining teacher education programs in the United States to better support young men of color entering the teaching profession.

KEYWORDS:

• Preservice
• teachers of color
• Hispanic male teacher education
• preservice education for Latinos

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. Latinx, gender-neutral term referring to someone living in the United States who was born in or has ancestors from Latin America; it is an alternative to the masculine (Latino) and feminine (Latina) forms.

Additional information

Notes on contributors

Donna Volpe

Donna Volpe is the Director of Special Education in a public school in New Jersey. She teaches for the Masters of Special Education program at Ramapo College in Mahwah, NJ. Donna is a doctoral candidate at Montclair State University whose research interests center on equitable practices for multilingual learners, and the professionalization of teachers in the US.

Sharon Lai-LaGrotteria

Sharon Lai-LaGrotteria is an international educator from Hong Kong and Singapore with a graduate degree in education from the University of Oxford. She teaches educational foundations at Montclair State University. Prior to joining Montclair State University as a doctoral fellow, she was an ESL professor at Sacred Heart University in Connecticut and Monroe College in New York. Previously, she also served as a pedagogy lecturer and clinical supervisor at the University of Hong Kong.

Victoria Bisceglia

Victoria M. Bisceglia is a high school chemistry teacher in New Jersey who is dual-certified in special education. She received her undergraduate degree in chemistry at Saint Peter’s University and her master’s degree in the arts of teaching at Montclair State University. She is a doctoral candidate at Montclair State University, whose research interest is vocational education.

Jeremy N. Price

Jeremy N. Price is a Professor in the Department of Teaching and Learning at Montclair State University. He currently serves as Co-Director of the Teacher Education and Teacher Development PhD Program. His research interests focus on the role teaching and teacher education policies and practices in addressing persistent inequalities in the US educational system.