Understanding Partnership Challenges in Teacher Recruitment Programs

摘要

This investigation examined perspectives on student eligibility and the curriculum for a teacher education seminar linked to a community-based collaborative. Project data identified: 1) perceptions on the qualifications of preservice teachers in a recruiting program for first-generation and ethnic minority teachers; and 2) viewpoints on the necessary curriculum for these preservice teacher participants. Our data indicate varied perspectives by project participants ranging from deficit to asset-based stances regarding prospective teachers from underrepresented communities. Our findings speak to the need for honest conversations within collaborative partnerships designed to diversify the teaching profession.