Preparing Community Teachers Early: Exploring Aspiring Teacher Learning and Identity Development in a Grow Your Own Program

Document Type

Article

Publication Date

2024

Keywords

Grow your own programs, preservice teacher education, teacher identity

Abstract

This qualitative study examined a group of aspiring teachers who completed a pre-collegiate Grow Your Own (GYO) teacher program. The goals of the GYO program were to recruit and introduce high school students to the teaching profession and facilitate their transition to a teacher education program and eventually back to teaching in their communities. Findings showed that learning foundational knowledge about teaching and engaging in teaching activities in the GYO program provided early opportunities for participants to experience various aspects of being a teacher and begin constructing identities as teachers. Participants also developed an increased awareness of diversity and equity issues related to education in their communities and started accumulating knowledge and strategies as culturally responsive, community-oriented teachers. Mentorship from their teachers further fostered their sense of belonging to the teaching profession and ongoing teacher identity development. Research implications and recommendations for teacher education programs and policy makers to strengthen and sustain GYOs and district-university-community partnerships in teacher preparation were discussed.

Digital Object Identifier (DOI)

https://doi.org/10.1080/01626620.2023.2282417

Citation / Publisher Attribution

Action in Teacher Education, v. 46, issue 1, p. 38-55

Was this content written or created while at USF?

Yes

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