Journal of Teacher Education and Educators 2147-0456 2147-5407 İlknur GÖKÇE Studies on Education Eğitim Üzerine Çalışmalar Strengths and Shortcomings of a Teacher Preparation Program: Learning from Racially Diverse Preservice Teachers https://orcid.org/0000-0002-2221-1920 Sharp Laurie Tarleton State University https://orcid.org/0000-0003-3121-8734 Carruba-rogel Zuleyma https://orcid.org/0000-0002-7444-0274 Diego-medrano Elsa 12 27 2019 8 3 281 301 05 26 2019 09 23 2019 Copyright © 2012, Journal of Teacher Education and Educators 2012 Journal of Teacher Education and Educators

Racially diverse teachers are valuable sources of knowledge in school systems. However, a lack of diversity among teachers has demonstrated long-standing issues with how racially diverse teachers are prepared for teaching. The present study sought to expand on prior research by examining the viewpoints of racially diverse preservice teachers concerning the strengths and shortcomings of their teacher preparation program using a transformative qualitative research design. We recruited participation among six racially diverse preservice teachers enrolled in a teacher preparation program affiliated with a university identified as a Hispanic-Serving Institution. We collected data through focus group interviews held during a two-week period and analyzed data systemically with two levels of coding. Our findings consisted of three main themes: Interactions with Peers and Teacher Preparation Program Stakeholders, Navigating Teacher Preparation Program Complexities, and Views of Preparedness/Unpreparedness to Teach. We provided a discussion of these themes, used critical race theory to identify examples of institutional racism, and issued three recommendations to university administrators for ways in which they may remove systemic barriers for racially diverse preservice teachers.

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