Black teachers matter. Drawing on research from the past and present, this dissertation explores the first stage of a Black teacher’s trajectory, teacher preparation. Through the lens of CRT, this multi-case study explores the experiences of Black teacher candidates, across two universities, a PWI and HBCU. Additionally, this study explores how teacher candidates choose their preparation programs and their preparedness. Findings from this study suggest that Black teacher candidates’ experiences are shaped by a sense of community, multiculturalism, Black identity and aspects of their preparation programs. Moreover, this study found differences in the experience of Black teacher candidates at the HBCU and PWI in the areas of sense of community, multiculturalism, as well the student population that they feel their programs prepare them to teach. This study also found that Black teacher candidates choose their universities for an array of reasons. Findings from this study call for teacher preparation programs to examine their practices
|Advisor:||Parsons, Seth A.|
|Commitee:||Parker, Audra K., Parker, Allison W.|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Black studies|
|Keywords:||HBCU, Preservice teachers, Teacher education|
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