Search results for: Urban schools
Page 1/6 56 items
Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers
This ethnographic case study looks at the emerging teacher identities of pre-service teachers by examining their service learning experiences in a literacy programme for pre-school children from an urban poor community in the Philippines. Specifically, constructs of teacher’s roles, understandings of the goals of education, sense of self-efficacy, and identification to the teaching profession are explored from their situated encounters in a literacy programme. The relevance of reflection and mentoring during the teaching-learning process of service learning is likewise considered. Thematic analysis of observation notes, submitted portfolios, and interview transcripts revealed how pre-service teachers can learn more about themselves and their pivotal role in society particularly when their service learning is deliberately oriented towards social justice. Such findings on these situated encounters in service learning can provide valuable insights as to how a social justice approach to service learning is important to curriculum design and implementation of teacher education.
Updated: Jul. 28, 2021
Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly, internships with mentorship in urban schools, have demonstrated that teachers specifically trained to teach in urban schools are better prepared and stay in teaching longer. This study examined the perceptions of 11 clinical supervising teachers and nine pre-service teachers that received flexible University mentoring supports during student teaching in two high-need, urban schools. The findings illustrate that urban student teaching experiences, when supported by additional collaborative mentorship, have the potential to improve experiences for both pre-service teachers and supervising teachers. Further, collaboration with schools to link teacher preparation program course content to urban teaching experiences can improve the theory-to-practice gap.
Updated: Apr. 19, 2021
This article examined the transfer problems experienced by pre-service teachers enrolled in the Free Normal Education programme during their internship teaching practicums. It was their first significant point of exposure to such problems. The author found three patterns in transfer problems. First, the participants’ personal backgrounds (rural/urban, eastern/central/western) generally correlated to various degrees with how they perceived their previous learning experiences and teaching practice. Second, participants from rural backgrounds who returned to their hometowns for their practicums found their prior learning experiences to be less useful than did their urban counterparts, and were less familiar with the teaching skills they had been taught at university. Third, rural background participants who undertook their practicums in Shanghai viewed their teaching experiences as excellent, but still faced many difficulties.
Updated: Nov. 14, 2018
“That Fuego, that Fire in their Stomach”: Academically Successful Latinas/os and Racial Opportunity Cost
This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that while the original findings encompassed their perspectives, there were additional dimensions to their experiences that expanded the notion of racial opportunity cost.
Updated: Mar. 29, 2017
Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
The purpose of this research is to understand alternative certification candidates’ development as planners and implementers of Differentiated Instruction. This article presents three cases which introduces three female apprentices. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice’s ability to self-regulate. Apprentices with strong self-regulatory capabilities demonstrated a stronger ability to plan and implement Differentiated Instruction. This stronger ability is possibly due to the fact that teachers who engage in self-regulatory behaviors are more likely to know what is going on with students, and lessons.
Updated: Mar. 01, 2017
In this study, the authors investigate how field-based teacher preparation supports candidates’ evolving understanding and learning about the nature of educational policy in practice. The findings indicate that candidates developed enduring understandings regarding the relationship between educational policy and classroom practice through the field-based module. In addition, candidates understand the multiple layers and actors in educational policy, including the central role of teachers in implementing policy in practice to meet the needs of diverse students. The authors emphasize the importance of field-based teacher education.
Updated: Sep. 11, 2016
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
This article examines the use of two readily available measures of incoming teacher qualification—amount of teacher education coursework and the highly qualified teaching credential as methods for predicting the teaching confidence and retention of incoming and novice teachers in high poverty/high minority urban schools.tthe author concludes that there is clearly a problem regarding the measurement of quality of preparation for teachers entering high poverty/high minority urban schools that desperately need a quality teaching force. To retain teachers, it is important that high poverty/high minority schools hire teachers who can articulate a belief in the success of the students in that school.
Updated: Feb. 17, 2016
The present paper examines a collaborative study that two teacher educators conducted across two sites. The researchers designed the wiki to support teacher candidates’ critical thinking about learner characteristics; community, classroom, and school factors; and pedagogical content necessary to support elementary school students’ literacy development. Results show that peer collaboration on wiki exchanges supported collaboration and critical thinking about student characteristics and instructional pedagogy. The wiki posts indicated that the wiki supported candidates in considering the developmental needs of students; students’ diverse approaches to learning; and students’ existing skills, abilities, and prior knowledge. The wiki also supported candidates in considering their pedagogical practices in relation to their students’ levels of literacy development.
Updated: Jan. 20, 2016
Induction of Beginning Teachers in Urban Environments: An Exploration of the Support Structure and Culture for Beginning Teachers at Primary Schools Needed to Improve Retention of Primary School Teachers
The aim of this study was to gain insight into ways to improve the retention of beginning urban teachers. This study investigated the support structure and support culture of 11 urban primary schools. This article focused on characteristics of the support structure and support culture at schools where beginning teachers judged the support they received positively or negatively. The findings revealed that the principals of the schools were willing to invest in the professional development of the teachers. Although there were differences in the support structure of the schools, the main difference between the schools appeared to be their support culture. In conclusion, this study showed that in schools where teachers judged the support practice positively, support was focused on the specific urban challenges that the teachers experienced more than it was in the schools where teachers judged support negatively.
Updated: Jun. 28, 2015
Crossing Borders without Leaving Town: The Impact of Cultural Immersion on the Perceptions of Teacher Education Candidates
This article examines the impact of teacher education program courses on candidates’ perceptions of urban communities and urban teaching. The results reveal that candidates shared many common perceptions of urban communities and perceptions of teaching in urban schools, such as: understanding and appreciation for community agencies, Changed perception of families including a new understanding of self and others, new understanding of community. The findings of this study show that carefully-designed, non-school experiences in teacher education can have significant impact on the preparation of urban teachers.
Updated: Sep. 28, 2014