Source: Review of Educational Research, 83(1), p. 3-69, March 2013.
The purpose of this review is determining what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically.
Furthermore, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
This article reviews empirical articles published over the past two decades.
Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, and a tendency toward reductive views of culture and context.
Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base.