This chapter offers a critical analysis of Black middle and upper class preservice teachers’ views and perceptions of their preparedness to teach in high poverty urban schools. As then college seniors, their unique voices detail their anticipation and fears. The research participants’ self-confidence either shines or crumbles when discussing their preferred work setting, ability to connect with students and parents in high poverty urban schools, and overall dispositions about teaching and learning.
Perceptions Preservice teachers Social class
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