Purpose

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

Design/methodology/approach

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

Findings

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

Originality/value

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

中文翻译：

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不仅仅是被看到：在教师教育的空白空间中导航的斗争

目的

本研究的目的是在美国西北部地区的一家大型公共机构的多校区教师准备计划中识别和了解有色人种的教师候选人和校友的经历。

设计/方法/方法

这项定性研究使用了焦点小组方法。对参与者进行了四次半结构化访谈，以调查参与者在教师准备计划中所经历的机会、挑战、资源和支持。

发现

调查结果表明，虽然参与者在教师准备计划中拥有不同的个性化经历，但他们中的许多人都有共同的经历，这些经历影响了他们在计划中的整体成功。这些共同的经历包括发现他们的声音被压制并寻求真正的护理体验。

原创性/价值

这项研究有助于越来越多的研究集中在教师教育中招募和留住有色人种学生。建议的影响为从业者和政策制定者在教师准备计划中招募和保留有色人种学生提供了重要的考虑因素。