Search results for: Huisman Sarah
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This study draws data from a public university teacher education program that specifically sought to prepare White, middle-income, novice teachers to work in a large, urban school district. Specifically, the authors sought to find out what characteristics and environmental supports were important to these teachers in their first years of teaching. The results of this study identified seven criteria that emerged from interviews of 12 new urban teachers in exploring what makes them feel successful in their jobs. Themes included access to significant adult relationships, ability to mentor others, ability to problem-solve, hope, high expectations for self and students, sociocultural awareness, and the teachers’ need to access professional development opportunities.
Updated: Jul. 10, 2012
This article describes a university-school partnership which was formed to develop a community-based model (CBM) of teacher preparation that placed pre-service teachers in urban schools for a full year. The authors wished to explore the sustainability of the CBM of teacher preparation. Data were collected through surveying faculty and both pre-service and new teachers who graduated from the CBM-based teacher preparation program. The article considers the common concerns and disparate roles that the three groups considered paramount in preparing new teachers for urban schools.
Updated: Oct. 12, 2010