"In It for the Long Haul": How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools

Autor/inn/en	Freedman, Sarah Warshauer; Appleman, Deborah
Titel	"In It for the Long Haul": How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools
Quelle	In: Journal of Teacher Education, 60 (2009) 3, S.323-337 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109336181
Schlagwörter	Teacher Education; Credentials; Urban Schools; Teacher Education Programs; Poverty; Teacher Persistence; Scholarships; Beginning Teachers; Teacher Researchers; Urban Education; Foreign Countries; Secondary Education; Masters Programs; Qualitative Research; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Studienbuch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Scholarship; Stipendium; Junior teacher; Junglehrer; Lehrerforschung; Stadtteilbezogenes Lernen; Ausland; Sekundarbereich; Magister course; Magisterstudiengang; Qualitative Forschung; Statistische Analyse; Kalifornien
Abstract	This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools, including the use of a category of "movers" to describe teachers who leave urban classroom teaching yet remain active in urban education. They conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings. Besides a state scholarship program, these include (a) a sense of mission, which was reinforced and developed by the teacher education program; (b) a disposition for hard work and persistence, which was reinforced and developed by the teacher education program; (c) substantive preparation that included both the practical and the academic and harmony between the two; (d) training in assuming the reflective stance of a teacher researcher; (e) the opportunity, given the high demand for teachers in high-poverty schools, to be able to change schools or districts yet still remain in their chosen profession; and (f) ongoing support from members of the cohort as well as other supportive professional networks across the years. (Contains 1 figure, 3 tables, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10