Abstract
This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed that homegrown aspiring teachers attributed their initial teaching aspirations to their own inequitable schooling experiences and societal perceptions of the teaching profession and explicitly described their decision to teach as a way to improve educational equity for socially and culturally marginalized students in their communities. Learning about teaching in the GYO program with caring and culturally responsive GYO teacher mentors embraced and affirmed their community-oriented, equity-focused teaching motivations.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.