I’d like to be a part of that? Prospective teachers’ articulations of their teaching intentions

Abstract

This qualitative study examines prospective teachers’ articulations of why they want to be teachers in high-need public schools and what they expect from teaching, as well as how their insights inform the recruitment and retention of teacher candidates committed to social justice. Employing case study design, the participants include 82 residents who participated in an urban teacher residency program. Using critical pedagogy as our conceptual framework, we analyzed 82 admissions essays where candidates explained their experiences that undergirded their decision to become a teacher for an urban high-need public school. This study furthers our understanding of how teacher education programs could improve their practices to recruit and retain qualified teachers who commit to the equity of all students.