Translating the call to teach into instructional practice and the mentoring of student teachers

This study examines the life stories of three African American teachers who believe that they were called by God to teach. This sense of calling is both religious and contexualized. The teachers' ideology acknowledges the presence and power of God, while it is at the same time grounded in their experiences as African American women. The study further explores the way that one of the teacher's call manifests itself in instructional practice and in the mentoring of two student teachers. The study uses the narrative methodology in this investigation of teacher beliefs and practices. For purposes of intertextuality, several types of data collection methods are used, including taped open-ended interviews, taped semi-structured interviews, and field observations of the classroom dynamics. Among the conclusions are that African American teachers who are called to teach share a discourse in discussing their life's work. Six major themes inform their stories: receiving the call, testing the call, confronting teaching challenges, employing a pedagogy that addresses the total child, persevering in the face of social opposition, and reaping rewards. A focus on one of these women reveals that this call manifests itself as ethical teaching. Further, this woman articulates her call with two student teachers through a focus on such issues as honesty, social learning for pupils, lifelong learning for teachers, and cultural diversity