Abstract

This paper takes an autoethnographic approach in exploring the growth of an African American preservice teacher during internship. This research involved daily self-reflections from the preservice teacher and observations by the supervising teachers and university liaison in order to respond to the guiding questions of how the African American preservice teacher will find a need for her presence in the classroom. As a result of the procedure, the preservice teacher was able to make meaningful connections with all students but especially with African American students who benefit from having at least one African American teacher between grades three and five within public elementary schools (Gershenson, Hart, Lindsay, & Papageorge, 2017). Additionally, findings from the reflections hope to inspire more African Americans to consider the teaching profession.

Thesis Completion

2017

Semester

Spring

Thesis Chair/Advisor

Roberts, Sherron Killingsworth

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Elementary Education

Location

Orlando (Main) Campus

Language

English

Access Status

Open Access

Release Date

5-1-2017

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