A Matter of Perspectives

Studying the Persistence of Fourth-Year Urban Teachers From Two Preparation Programs

Datos Bibliográficos

ID10856485
AutoresKathryn McGinn Luet (0000-0002-9449-7198, Rowan University, Glassboro, NJ, USA, autor de correspondencia), Monika Williams Shealey (Rowan University, Glassboro, NJ, USA)
Año2022
Volumen57
Número7
Páginas1115-1144
Fecha de publicación2022-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085918802630
OpenAlexW2895032999
IdiomaEN
Citas recibidas4
Referencias citadas31

Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare candidates to persist in the profession. Through data analysis, it became clear that graduates of the Urban Teacher Residency program approached their students with an asset-based perspective, whereas graduates of the Master’s of Science in Teaching program often used deficit language to describe their students. We explore potential reasons for these varying approaches and consider how these perceptions relate to persistence. We conclude with recommendations for program design and delivery that emphasize asset-based approaches

Asset (computer security) · Mathematics education · Pedagogy · Perception · Persistence (discontinuity) · Perspective (graphical) · Qualitative research · Social science · Sociology · Computer Science · Critical Race Theory in Education · Engineering · Psychology · School Choice and Performance · Teacher Education and Leadership Studies