Teacher Candidates' Intentions to Teach: Implications for Recruiting and Retaining Teachers in Urban Schools

Autor/inn/en	Lee, Crystal Chen; Akin, Sibel; Goodwin, A. Lin
Titel	Teacher Candidates' Intentions to Teach: Implications for Recruiting and Retaining Teachers in Urban Schools
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 5, S.525-539 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Crystal Chen) ORCID (Akin, Sibel) ORCID (Goodwin, A. Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1674562
Schlagwörter	Intention; Teacher Recruitment; Teacher Persistence; Preservice Teachers; Expectation; Teacher Role; Advocacy; Equal Education; Teaching (Occupation); Teacher Motivation; Teacher Education Programs; Public Schools; Minority Group Students; English Language Learners; Disadvantaged Schools; Critical Theory; Social Action; Social Justice; Teacher Shortage; Immigrants; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Expectancy; Erwartung; Lehrerrolle; Sozialanwaltschaft; Teaching; Lehrberuf; Public school; Öffentliche Schule; Kritische Theorie; Soziales Handeln; Soziale Gerechtigkeit; Lehrermangel; Immigrant; Immigrantin; Immigranten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, we analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on our analysis of candidates' admissions essays through inductive coding, we find that candidates' reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers' reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programme could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01