Life histories of Latino/a teacher candidates

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This article explores the life histories of two Latino/a prospective elementary teachers in a large Midwestern university; examines their knowledge, strengths, and needs as teachers; and considers how teacher educators might capitalize on these. The authors explore how these prospective teachers’ prior family, home, K–12 schooling, and university experiences have forged their identities and affected how they think about campus peers and classroom colleagues, and their obligations to their students.