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What does being an “educator” look like? To me, being an educator extends beyond a classroom. It starts with building a community with other teachers, teacher candidates, students, professors, and professionals. This community, just like knowledge, continuously expands with more experience and time. Being an educator takes initiative, perseverance, and confidence. Placing myself in new, uncomfortable positions is a part of the learning process. Seeking out resources and listening to others' perspectives keep me grounded and alert. "Fake it until you make it" is my daily mantra. I recognize the spaces for growth within the education system, research, and my practice. I learned to question what "effective practice" looks like. Experience in a classroom confirms or denies what is taught in my textbooks and curriculum. I am an agent of change. I am creative, adaptable, and capable. I push the boundaries of what it means to be an "educator" through my everyday actions. However, being an “educator” looks different for each teacher and teacher candidate. There is no one right way to be or become an educator. Throughout the past year, I researched the changing perception of effective early childhood practice I understand that it takes an anti-racist, critical lens --constantly questioning myself and providing curricula-- to progress my field and classroom. I can contribute to systemic change through my everyday actions, decisions, conversations, and read-alouds. My research project --“Stories, Values and Children's Books: Portraits of Three White Preschool Teachers Committed to Anti-Racist Pedagogy”-- is just the beginning of a lifetime of learning, growing, and acting as an agent of change. Although my formal research is (almost) complete, I am just getting started. Come along with me as I take you through the tumultuous journey of my undergraduate capstone research project!
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Important Note
This post documents my personal experience volunteering in an early childhood special education (ECSE) setting. My words share one perspective on the field of ECSE education and should not draw comparisons to the field of ECSE or all teacher education programs. The fall semester was an emotional and mental roller coaster. I remember starting hopeful and nervous. I didn’t know what to expect. Coming out of that semester, I feel so much stronger, more confident, and more drained than ever. I pushed myself out of my comfort zone, placing myself within vulnerable, challenging situations. Some days, I needed to cry or take a mental health break to process the day before. Others, I celebrated an accomplishment or encouragement from professors. Either way, I began to recognize my emotional and mental health state and needs. Eventually, I took action on that recognition by advocating in my professional and personal lives. It is important for teachers and teacher candidates to talk about their experiences, to be honest with how they are feeling, to admit when they need a break, and advocate for the systemic support they deserve. This being said, constant discussion and protest can be burdensome and may not always be met with approval. However, I will continue to show up and fight for systemic support for teachers and teacher candidates that go beyond self-care professional development and limited vacation days. Teachers constantly fight for their students, their classrooms, their pay, and their respect. It's time we fight for them too. Through this post, I hope to give an authentic glimpse into the life of a teacher candidate during a pandemic. |
AuthorMeghan Hesterman (she/her) is a child advocate and education blogger. While a student at the University of Minnesota Duluth (UMD), she created Journal of a Future Teacher to share her journey in becoming an early childhood teacher. Categories
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