Chapter 8 Making stone soup: Tensions of national accreditation for an urban teacher education program

2010 ◽  
pp. 123-136 ◽  
Author(s):  
Carolyne J. White ◽  
Joelle J. Tutela ◽  
James M. Lipuma ◽  
Jessica Vassallo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
National Accreditation ◽  
Urban Teacher Education ◽  
Urban Teacher

scholarly journals Sustainability of an Urban Teacher Education Program

2019 ◽  
Vol 3 (3) ◽  
pp. 21
Author(s):  
Laura Atkinson ◽  
Sarup R. Mathur ◽  
Stanley H. Zucker
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Candidates ◽  
Liberal Arts ◽  
Teacher Education Program ◽  
The United States ◽  
Urban Teacher Education ◽  
Urban Teacher ◽  
The Impact

Most of the teacher preparation programs in the United States adhere to a traditional curriculum that includes courses in foundations, liberal arts, methods, and student teaching. Too often these programs fail to provide opportunities for culturally responsive teaching where teacher candidates are encouraged to explore the role of culture in developing identity, providing space for learning, and building communities. A one-year Urban Teacher Education Program (UTEP) was created that focused on preparing teachers to work with disadvantaged, underprivileged, and marginalized children in urban schools. Teacher candidates received spaces to question their own thinking and reflect about issues related to (1) identity, (2) culture, (3) learning, and (4) assessment during this program. Four years after program completion, five participants from UTEP were selected for this study. The study used a mixed method approach to measure maintenance in transformation in their thinking. The results showed sustainability of the impact of the program four years later.

Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history

2020 ◽  
Vol 42 (1) ◽  
pp. 27-48
Author(s):  
Lynnette Mawhinney ◽  
Tabitha Dell’Angelo ◽  
Mariah Yessenia Alston ◽  
Megan Gerity ◽  
Melissa Katz ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Urban Teacher Education ◽  
Urban Teacher

scholarly journals Where Are They Now?

2021 ◽  
Vol 16 (1) ◽  
pp. 89-117
Author(s):  
Deborah Voltz ◽  
Tondra L. Loder-Jackson ◽  
Michele Jean Sims ◽  
Elizabeth Simmons
Keyword(s):  
Teacher Education ◽  
Urban Schools ◽  
Education Program ◽  
Teacher Education Program ◽  
Positive Influence ◽  
Retention Rates ◽  
Urban Teaching ◽  
Career Trajectory ◽  
Urban Teacher ◽  
Study Participants

Available evidence suggests that inequities exist in the distribution of qualified teachers within high-poverty urban schools, and further, that such inequities adversely affect student achievement in these schools. This paper highlights the role of teacher education in addressing this challenge by describing the findings of a study of the graduates of University of Alabama at Birmingham’s Urban Teacher Enhancement Program. The career paths of program graduates who began teaching in urban schools were examined at the first-, fifth-, and tenth-year mark to investigate their longevity in urban schools, their perceptions of their greatest rewards and challenges, their perspectives regarding their reasons for entering and/or staying in urban teaching, and their thoughts about the role their teacher education program played in their career trajectory. Findings indicate that retention rates of study participants compare favorably with national averages, and that program participants felt that their teacher education program had a positive influence on their longevity in urban teaching.

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