scholarly journals From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program

2015 ◽  
Vol 37 (2) ◽  
pp. 172-189 ◽  
Author(s):  
Wendy Gardiner ◽  
Janet Lorch
Keyword(s):  
Residency Program ◽  
Teacher Residency ◽  
Urban Teacher ◽  
Changing Role ◽  
Urban Teacher Residency

Beyond Urban or Rural

2018 ◽  
pp. 256-279
Author(s):  
Laura Vernikoff ◽  
Tom Schram ◽  
Emilie Mitescu Reagan ◽  
Colleen Horn ◽  
A. Lin Goodwin ◽  
...  
Keyword(s):  
Teacher Education ◽  
Residency Program ◽  
Field Experiences ◽  
Residency Programs ◽  
Rural Teacher ◽  
Teacher Residency ◽  
Urban Teacher ◽  
Urban Teacher Residency

In this chapter, the authors describe two residency programs, an established urban teacher residency program, and a newly developed rural teacher residency program, and explain how the programs have expanded notions of field experiences to prepare teachers for specific schools, districts, and communities. The authors explore commonalities and connections across the programs, particularly in how each program conceptualizes the role of place in teacher education. In addition, this chapter considers differences in how each program enacts their theories of place in order to prepare teachers to learn from, with, and about the particular places they will teach within.

Exploring Inquiry in the Third Space: Case Studies of a Year in an Urban Teacher-Residency Program

2016 ◽  
Vol 12 (3) ◽  
pp. 243-268 ◽  
Author(s):  
Emily J. Klein ◽  
Monica Taylor ◽  
Cynthia Onore ◽  
Kathryn Strom ◽  
Linda Abrams
Keyword(s):  
Case Studies ◽  
Residency Program ◽  
Third Space ◽  
The Third ◽  
Teacher Residency ◽  
Space Case ◽  
Urban Teacher ◽  
Urban Teacher Residency

Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program

2020 ◽  
pp. 004208592096362
Author(s):  
Allison Mattheis ◽  
Lucrecia Nava ◽  
Maria Beltran ◽  
Erick West
Keyword(s):  
Social Justice ◽  
Content Knowledge ◽  
Residency Program ◽  
Social Justice Theory ◽  
Teacher Credentialing ◽  
Teacher Residency ◽  
Urban Classroom ◽  
Urban Teacher ◽  
Stem Content Knowledge ◽  
Urban Teacher Residency

This study examined how the concept of social justice was operationalized in the university coursework of students enrolled in an urban teacher residency program that aims to diversify the teaching corps and prepare secondary STEM teachers for urban classroom environments. Based on analysis of 39 syllabi and interviews with nine faculty members, we found that challenges in embedding social justice theory with STEM content knowledge were attributable to the lack of a shared definition among program faculty, and external pressures imposed by state teacher credentialing requirements. We conclude with recommendations for practice by suggesting ways that rigorous STEM content knowledge can be combined with locally and historically contextualized social critique and tools for change in order to support teachers in enacting justice-oriented practice in communities.

“Context-Specific” Teacher Preparation for New York City

2016 ◽  
Vol 51 (10) ◽  
pp. 1226-1258 ◽  
Author(s):  
Karen Hammerness ◽  
Elizabeth Craig
Keyword(s):  
New York ◽  
New York City ◽  
Residency Program ◽  
York City ◽  
Urban Context ◽  
Teacher Residency ◽  
Context Specific ◽  
Urban Teacher ◽  
Master Of Arts ◽  
City Schools

In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools—the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of preparation—how such targeted preparation is conceptualized and organized, what it offers, and what might be missing and need to be strengthened. We also describe the development of a yearlong course aimed at preparing teachers for New York, which emerged from this study.

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