Search results for: Esping Amber
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This article describes a two-year longitudinal study of two “at-risk” US teenagers who successfully transformed their unusually challenging high school experiences into motivation to become classroom teachers. Results suggest (1) memories of personal adversity in school may have a profound impact on an individual’s orientation to teaching, and (2) these memories can be used advantageously by pre-service teachers. Implications for teacher educators are discussed.
Updated: Aug. 24, 2014