Abstract
A preservice teacher's personal beliefs regarding teaching are confronted by her experiences during a yearlong internship in an inner-city school. Analysis of four interviews, 12 written reflections, and seven transcribed group discussions revealed a sense of the culture shock Mary experienced on entering the inner-city school. Her narratives described a journey from initial culture shock, eliciting both emotional and cognitive dissonance, to cultural assimilation as she adapted to her concerns about her students, her worries about getting along with her mentoring teacher, and her doubts about her own abilities.
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