Unpacking the "Urban" in Urban Teacher Education
Making a Case for Context-Specific Preparation
Bibliographic Data
| ID | 4309529 |
|---|---|
| Authors | Kavita Kapadia Matsko (0000-0003-1653-6750, University of Chicago, IL, USA), Karen Hammerne (0000-0001-7609-6617, Bard College, Annandale-on-Hudson, NY, USA) |
| Year | 2014 |
| Volume | 65 |
| Issue | 2 |
| Pages | 128-144 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487113511645 |
| OpenAlex | W2083561961 |
| Language | EN |
| Citations received | 63 |
| References cited | 54 |
The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently "unpacked" features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts. Drawing from program descriptions, syllabi, and interviews, we describe the "context-specific" approach of the University of Chicago Urban Teacher Education Program that prepares teachers for Chicago Public Schools and ways that it helps candidates make meaning of that setting. We present a framework to show how the program defines and then teaches as content essential knowledge about a district and its children-including community and neighborhood histories, district curricula, and policies-that must inform teaching and learning. We include examples of context-specific teacher preparation that illustrate how candidates learn about particularities of Chicago Public Schools and apply this knowledge to develop context-specific understandings and practices
Context (archaeology) · Curriculum · Geography · Mathematics education · Meaning (existential) · Pedagogy · Sociology · Syllabus · Teacher education · Unpacking · Critical Race Theory in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
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Urban Residents’ Place-Based Funds of Knowledge
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Race-Conscious Approaches Addressing the Ecologies of Racial Discipline Disparities
Learning in Context and Practicing in Place
Student Teaching and Urban Educator Aptness
Inspiration in Surprising Places
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Teaching Practice
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GIS and Health Care
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Funds of knowledge for teaching
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Teachers for multicultural schools
The Boston Teacher Residency
The Turn Once Again Toward Practice-Based Teacher Education
In It for the Long Haul
The Work of Teaching and the Challenge for Teacher Education
Evidence and Inquiry in Teacher Education
Core Practices and Pedagogies of Teacher Education
Research for High-Quality Urban Teaching
When Work Disappears
Teacher Reflection and Race in Cultural Contexts
Participation Structures in a Reading Lesson with Hawaiian Children
| Unique citing works | 63 |
|---|---|
| Citations per year | 4,85 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |