When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago's Urban Teacher Education Program

Autor/inn/en	Hammerness, Karen; Matsko, Kavita Kapadia
Titel	When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago's Urban Teacher Education Program
Quelle	In: Urban Education, 48 (2013) 4, S.557-584 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912456848
Schlagwörter	Urban Education; Beginning Teacher Induction; Educational Environment; Teacher Role; Case Studies; Teacher Education Programs; Teacher Persistence; Graduate Study; Interviews; College Graduates; Teacher Collaboration; Poverty; Teacher Student Relationship; Illinois + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Case study; Fallstudie; Case Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Interviewing; Interviewtechnik; Hochschulabsolvent; Hochschulabsolventin; Lehrerkooperation; Armut; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers' specific schools and students to illustrate how context becomes the "content" for teachers' learning and work. We argue that the program's "context-specific" supports may ease transition into the challenging role of urban teacher. In turn, this case suggests ways of addressing features of context that may help new teachers better understand and maintain a commitment to urban teaching. (Contains 1 figure and 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10