When Mothers Become Teachers: Effects of the Mothering Experience on Prospective Teachers.Report as inadecuate




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This study identified how mothering knowledge influenced students' development in becoming teachers and explored how becoming a student and prospective teacher affected students' perspectives as parents. Participants were preservice teachers who were also mothers. All participants were undergraduate and graduate students in a New Jersey teacher education program. Each student completed an interview (or a questionnaire for those unable to be interviewed) based on questions developed following discussions with mother/students about issues that they faced. The interview addressed such areas as demographics, reasons for becoming a teacher, difficulties in mothering, mothering characteristics that influence teaching, the influence of preservice teacher education on mothering, and advantages or disadvantages of being an older student. Results indicated that for most women, being a mother was the catalyst for becoming a teacher. Students believed that they would be flexible, patient, empathetic, and sensitive to children because of their mothering experience, and that they would be more realistic in terms of giving assignments knowing how long they can take. They believed they would have a more realistic understanding of the social and familial pressures pupils face. Overall, participants were enthusiastic about being in school at this time in their lives, with the advantages outweighing the disadvantages. (Contains 21 references.) (SM)

Descriptors: Elementary Secondary Education, Females, Higher Education, Mothers, Parent Attitudes, Preservice Teacher Education, Student Characteristics, Student Teacher Attitudes, Student Teachers











Author: MacDonald, Judith B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6952&id=ED429962







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