Teacher Preparation for Urban Teaching: A Multiple Case Study of Three Primary Teacher Education Programmes

Autor/inn/en	Gaikhorst, Lisa; Post, Jeffrey; März, Virginie; Soeterik, Inti
Titel	Teacher Preparation for Urban Teaching: A Multiple Case Study of Three Primary Teacher Education Programmes
Quelle	In: European Journal of Teacher Education, 43 (2020) 3, S.301-317 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaikhorst, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1695772
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Elementary School Teachers; Teacher Competencies; Urban Teaching; Social Influences; Ethnicity; Cultural Differences; Racial Differences; Equal Education; Internship Programs; Foreign Countries; Student Diversity; Parent Participation; Teacher Collaboration; Second Language Learning; Indo European Languages; Student Needs; Parent Teacher Cooperation; Knowledge Level; Context Effect; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Urban education; Stadtteilbezogenes Lernen; Sozialer Einfluss; Ethnizität; Kultureller Unterschied; Rassenunterschied; Berufspraktische Ausbildung; Ausland; Elternmitwirkung; Lehrerkooperation; Zweitsprachenerwerb; Indoeuropäisch; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Wissensbasis; Niederlande
Abstract	Teacher educators wonder how to prepare student teachers for urban teaching. Beginning teachers in urban environments experience multiple challenges, such as responding appropriately to language differences and cultural diversity. This study aims to provide insight into how Dutch teachers are prepared for teaching in urban schools. A multiple case study, including qualitative analysis of curriculum documents and interviews with programme directors, teacher educators, and students (N = 18) from three primary teacher education programmes, showed that several aspects of urban teaching, such as considering social and ethnic differences between children and (in)equality, were not addressed, or only to a limited degree. The programmes prepared teachers for urban teaching in different ways, including (compulsory) internships at urban schools or special assignments around urban themes. Internships had particularly high value for students, programme directors, and teacher educators. Results of the study can be used to develop adequate preparation for beginning urban teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01