Images and Words that Reveal One Pre-Service Teacher's Ideological Becoming.

This qualitative study examined tensions related to ideological becoming for Kassie, a preservice English language arts teacher, as she moved through her initial certification program. Data included words and images from Kassie's admission essay, two Draw A Teacher images, responses to two culturally responsive pedagogy surveys, and an interview post student teaching. Thematic analyses revealed Kassie's conflicting theoretical orientations to teacher education and afforded insights into our roles in shaping prospective teachers' ideological becoming. We realized that ideological tensions can function as resources for teacher educators who seek to foster transformative perspectives and critical sociocultural teaching practices. [ABSTRACT FROM AUTHOR]