Title

Preparation for teaching in urban schools: Perceptions of the impact of traditional preparation programs

Document Type

Book

Publication Date

2010

Abstract

During two decades of debate about teacher preparation education practitioners and policymakers have called for a more skilled professional teaching force (DarlingHammond, 2010). Of particular concern has been poverty’s impact on education -- specifically in struggling urban schools -- prompting legislation such as the No Child Left Behind Act (NCLB), which shifted funding formulas in an effort to directly target poor students and struggling schools (Talbert-Johnson, 2006). The major purpose of this study was to explore novice teachers’ (teachers in their second to fourth year of teaching) perceptions of their preparedness to teach in urban schools following completion of a traditional 4-year undergraduate teacher preparation program. Several issues influenced their perceptions: prior experiences and attitudes regarding diversity, coursework, and field experiences.

ISBN

1-124-19026-0

Keywords

Education

Disciplines

Education

Publisher

University of North Florida

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