Teacher Candidate Perceptions of Urban Field Experiences

Main Article Content

Linda Smith
Shantel Farnan
Victoria Seeger
Timothy Jason Wall
David Kiene


This paper examines the impact of diverse clinical field experiences on rural teacher candidates’ perceptions of their ability to effectively teach urban, diverse students. The literature framework supporting the study builds on Nieto’s description of socially-just pedagogy and responsive approach to diversity while meeting national education program standards despite declining resources. Researchers gauged candidates’ perceptions of the impact of working with students from race, language and class backgrounds different from their own.  Findings revealed four significant impacts: increasing capacity to use culturally-relevant practice, boosting ability to differentiate for urban learners’ diverse needs, understanding the importance of strong relationships, and raising candidate self-efficacy and desire to teach in diverse schools. 

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How to Cite
Smith, L., Farnan, S., Seeger, V., Wall, T., & Kiene, D. (2018). Teacher Candidate Perceptions of Urban Field Experiences. Educational Renaissance, 6(1). Retrieved from https://educationalrenaissance.org/index.php/edren/article/view/105
Author Biographies

Linda Smith, Northwest Missouri State University

Assistant Professor, School of Education

Shantel Farnan, Northwest Missouri State University

Assistant Professor of Special Education, Northwest Missouri State University School of Education

Victoria Seeger, Northwest Missouri State University

Assistant Professor, School of Education

Timothy Jason Wall, Northwest Missouri State University

I serve as the Dean of the Northwest Missouri State University School of Education and Director of Teacher Education.

David Kiene, Northwest Missouri State University

Assistant Professor, School of Education


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