Black Female Teachers on Teacher Preparation and Retention

Autor/inn/en	Farinde-Wu, Abiola; Griffen, Aaron J.
Titel	Black Female Teachers on Teacher Preparation and Retention
Quelle	In: Penn GSE Perspectives on Urban Education, 16 (2019) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	African American Teachers; Females; Women Faculty; Public Schools; Teacher Education Programs; Teacher Persistence; Teacher Effectiveness; Intention; Barriers; Experience; Racial Differences; Ethnicity; Program Effectiveness; Alternative Teacher Certification; Elementary Secondary Education; Special Education; Culturally Relevant Education; Teacher Qualifications; Minority Group Students + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Public school; Öffentliche Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erfahrung; Rassenunterschied; Ethnizität; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrqualifikation
Abstract	Black teachers are disproportionately underrepresented in U.S. public schools. Over the past five decades, the percentage of Black teachers has not surpassed nine percent. Considering this trend, teacher education programs play a vital role in the retention of Black teachers. Hence, inadequate teacher preparation produces ineffective teachers, negatively influences teachers' efficacy and intentions to remain in classrooms, and subsequently hinders teaching and learning in classrooms. This qualitative study examines the teacher preparation experiences of twelve Black female teachers. Utilizing phenomenology as a theoretical lens, we identify four salient themes and engender recommendations for teacher preparation programs. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01