Learning From Preservice Teachers’ Thoughts About Teaching in Urban Schools
Implications for Teacher Educators
Bibliographic Data
| ID | 9730376 |
|---|---|
| Authors | Michelle Bauml (0000-0003-2033-4051, Texas Christian University, Fort Worth, TX, USA, corresponding author), Antonio J Castro (University of Missouri, Columbia, MO, USA), Antonio Castro (0000-0001-9713-2445, University of Missouri), Sherry L Field (Arkansas Tech University, Russellville, AR, USA), Deborah L Morowski (Auburn University, Auburn, AL, USA) |
| Year | 2016 |
| Volume | 48 |
| Issue | 1 |
| Pages | 4-29 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124513514603 |
| OpenAlex | W2138105912 |
| Language | EN |
| Citations received | 6 |
| References cited | 37 |
Preparing new teachers to work in urban schools has become a priority for many teacher education programs. This study explored 20 preservice teachers’ responses to a scenario about working in an urban school as a beginning teacher. Specific attention was placed on what participants believed were key challenges and concerns. Findings indicated that participants who exhibited interest in urban school teaching and those who did not shared similar concerns about urban teaching. These views suggest specific curricular approaches for teacher educators
Mathematics education · Pedagogy · Sociology · Teacher education · Teacher Preparation · Teaching method · Work (physics · Education and Technology Integration · Educational Environments and Student Outcomes · Psychology · Teacher Education and Leadership Studies
Handbook of Research on Teacher Education
The Work of Multicultural Teacher Education
Self-efficacy
Creating zones of possibilities
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Teachers’ Beliefs and Educational Research
Self-efficacy
Reflection, Racial Competence, and Critical Pedagogy
Paradoxes in multicultural teacher education research
Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs
Beyond classroom-based early field experiences
Telling and retelling about self and “others”
Addressing the discontinuity of students’ and teachers’ diversity
White Women Preparing to Teach in Urban Schools
Utilizing Research on Prospective Teachers' Beliefs to Inform Urban Field Experiences
The “Four Commonplaces of Teaching”
Weighty Perceptions
White Women Preparing to Teach in Urban Schools
Using Popular Films to Challenge Preservice Teachers’ Beliefs about Teaching in Urban Schools
Preservice Teachers' Attitudes Toward Teaching African American Students
Developing Teachers for High-Poverty Schools
Changing Preservice Teacher Perceptions of Minority Schools
Themes in the Research on Preservice Teachers’ Views of Cultural Diversity
Deconstructing Deficit Thinking
Funds of knowledge for teaching
But that's just good teaching! The case for culturally relevant pedagogy
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Qualitative Data Analysis
Equity pedagogy
What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies
Studying Teacher Education
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |