The Early Findings of an Urban Education Teacher Preparation Program
PDF

How to Cite

Terry, A., & Head, C. (2013). The Early Findings of an Urban Education Teacher Preparation Program. Educational Renaissance, 2(1), 29-44. https://doi.org/10.33499/edren.v2i1.65

Abstract

A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level pre-service teacher coursework and fieldwork took place at seven urban, high-needs public schools.  The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort.  What emerged from the study was evidence that the program, for its participating teacher candidates, leads to commitment, strengthens self-efficacy, and fosters early development of teacher efficacy, but which ultimately evolves into teacher candidate overconfidence.  As pressure continues to mount concerning the quality of education in America, teacher preparation programs must improve their programs in order to better prepare teachers for diverse classrooms.  This study relates one such effort toward that end.

https://doi.org/10.33499/edren.v2i1.65
PDF

References

Bales, B. L., & Saffold, F. (2011). A new era in the preparation of teachers for urban schools: Linking multiculturalism, disciplinary-based content, and pedagogy. Urban Education, 46, 953-974. doi: 10.1177/0042085911400320

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum.

Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59, 395-430.

Foote, C. J., & Cooke-Cottone, C. P. (2004). Field experiences in high-need, urban settings: Analysis of current practice and insights for change. Urban Review, 36, 189-210.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.

McKinney, S. E., Haberman, M., Stafford-Johnson, D., & Robinson, J. (2008). Developing teachers for high poverty schools: The role of the internship experience. Urban Education, 43, 68-82. doi: 1177/0042085907305200

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

National Association for Professional Development Schools (NAPDS). (2008). What it means to be a professional development school. National Center for Education Statistics. (2011). The condition of education. Retrieved from http://nces.ed.gov/pubs2011/2011033.pdf

National Council for Accreditation for Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. Retrieved from http://www.ncate.org/Portals/0/documents/Standards/NCATE%20Standards%202008.pdf

Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.

Sahin, F. E., & Atay, D. (2010). Sense of efficacy from student teaching to the induction year. Procedia Social and Behavioral Sciences 2, 337-341.

Stankov, L., and Lee, J. (2008). Confidence and cognitive test performance. Journal of Educational Psychology, 100(4), 961–9.

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.

Wiggins, R. A., & Follo, E. J. (1999). Development of knowledge, attitudes, and commitment to teach diverse student populations. Journal of Teacher Education, 50, 94-105.

Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.

Zeichner, K. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare and retain the best teachers for all students. Teachers College Record, 105(3), 490-515.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).