Philosophy Of Pre-Service Teacher

Decent Essays
Life is the greatest gift of all—God’s gift to his people. On October 15, 1995, my beloved mother gave birth to an educator. In life, God has a purpose for all of his children; my purpose is to become a successful educator and make a difference in the lives of urban students. I strongly believe that urban students have the potential to become successful students and professionals in the working world—as a Newark native, I can attest to this. Urban students are capable of learning and have the right to obtain a high-quality education, regardless of their gender, race, ethnicity, socioeconomic status, and sexual orientation. In the United States, obtaining an education is crucial in one’s life—it determines one’s future. One’s education …show more content…
This will be my third clinical field experience; therefore, I will get the opportunity to grow as a pre-service teacher. During this clinical experience, I will be able to use my teaching dispositions while working closely with the students and my cooperating teacher—this makes me prepared for this setting. Nevertheless, pre-service teachers must be willing to learn new teaching dispositions; this will allow him or her to grow and become a successful educator. Therefore, being an open-minded pre-service teacher who is willing to expand their knowledge is crucial for the successful completion of this urban/culturally diverse clinical field experience. As a pre-service teacher, I am fully aware that every week I am expected to be prepared to expand my knowledge regarding the teaching profession as well as to develop a strong bond with the students and my cooperating teacher—this should be expected from every pre-service …show more content…
By the end of this clinical experience, I will have a different perspective regarding an urban/culturally diverse clinical field experience—a pre-service teacher perception. For that reason, as a pre-service, I am comfortable with this setting and am ready to make a difference in the lives of these urban students. According to Kauchak and Eggen (2013), “eight percent of students in urban schools are members of cultural minorities…” (p.27). These urban students are in need of great educators that are willing to guide, motivate and prepare them for their college career and the real

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