A Call for Civic Action: Teacher Education on the Edge of Reform

Autor/in	Waddell, Jennifer
Titel	A Call for Civic Action: Teacher Education on the Edge of Reform
Quelle	In: Teacher Education and Practice, 21 (2008) 4, S.407-422 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Urban Schools; Urban Teaching; Focus Groups; Career Change; Teacher Education Programs; Teacher Persistence; Labor Turnover; Teacher Attitudes; Teaching Conditions; Interviews; Observation; Teacher Competencies; Grounded Theory; Field Experience Programs; Student Diversity; Self Efficacy; Cultural Pluralism; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Career changes; Berufswechsel; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Interviewing; Interviewtechnik; Beobachtung; Lehrkunst; Praxisnahes Lernen; Self-efficacy; Selbstwirksamkeit; Kulturpluralismus
Abstract	The percentage of urban teachers who leave the profession within the first 5 years is more than 50%; inadequate preparation is often cited as a cause of urban teacher attrition. This article explores a qualitative study regarding teachers' perceptions of their experience of and preparation for teaching in urban schools. Data from teachers in urban schools were collected through interviews, observations, written documents, and focus groups and analyzed by inductive analysis. The voices of urban teachers are contrasted with and compared to current research and recommendations regarding teacher education. In sum, this article calls for teacher preparation programs across the United States to redesign curriculum to better prepare teachers for urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10