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Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education

التفاصيل البيبلوغرافية
العنوان: Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education
اللغة: English
المؤلفون: Kavita Kapadia Matsko (ORCID 0000-0003-1653-6750), Karen Hammerness, Robert E. Lee
المصدر: Urban Education. 2024 59(4):1191-1223.
الإتاحة: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 33
تاريخ النشر: 2024
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Teacher Education Programs, Urban Schools, Equal Education, Theory Practice Relationship, Program Evaluation, Context Effect, School Districts, Community Characteristics, Self Concept, Student Characteristics, Student Attitudes, Cultural Awareness, Race, Teacher Student Relationship
DOI: 10.1177/00420859211065188
تدمد: 0042-0859
1552-8340
مستخلص: Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision.
Abstractor: As Provided
Entry Date: 2024
رقم الأكسشن: EJ1416454
قاعدة البيانات: ERIC
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