Through the Fire - from Intake to Credential ― Teacher Candidates Share Their Experiences Through Narrative

In order to help improve the quality of teacher preparation, and so the education of students in primary and secondary schools, teachers recall their experience in teacher training programs. Among their stories are Cecilia: wisdom is earned through experience, Miquel: the great emancipator of education, and Jordan and Catherine: realizations about classroom environments. Other chapters consider what is going on in teacher education in the US, and a critical race perspective toward preparing critical educators. Annotation ©2018 Ringgold, Inc., Portland, OR (protoview.com)

Cleveland Hayes, Ph.D., is a Professor of Education Foundations at Indiana University Indianapolis. At Indiana University – Indianapolis, Dr. Hayes teaches science in the elementary school, education foundations and qualitative studies in education. He is also affiliated with Africana studies and teaches various courses.

Kenneth J. Fasching-Varner, Ph.D., is the Shirley B. Barton Endowed Associate Professor at Louisiana State University. Varner’s areas of scholarly expertise and interest center on the intersections of identity in globalized contexts. Varner examines the nature of White Racial Identity (WRI), Critical Race Theory (CRT), and Culturally Relevant Pedagogy.

Hillary Eisworth received her PhD in Curriculum and Instruction from The University of Texas at Austin in 2007. She is currently an instructor of early childhood education at Louisiana State University. Her research interests include teacher preparation and multicultural education.

Kimberly White-Smith, Ed.D., is Professor of Education and Dean at the University of La Verne’s LaFetra College of Education (LFCE). University of Southern California (Ed.D, Learning and Instruction, 2004), Teachers College, Columbia University (M.A., Curriculum and Instruction, 1995) and the University of California at Berkeley (B.A., Psychology, 1994).