Developing Teachers for High-Poverty Schools: The Role of the Internship Experience

Autor/inn/en	McKinney, Sueanne E.; Haberman, Martin; Stafford-Johnson, Delia; Robinson, Jack
Titel	Developing Teachers for High-Poverty Schools: The Role of the Internship Experience
Quelle	In: Urban Education, 43 (2008) 1, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907305200
Schlagwörter	Urban Schools; Professional Development Schools; Teacher Characteristics; Teacher Selection; High Risk Students; Internship Programs; Scores; Teaching Methods; Interviews; Teacher Persistence; Disadvantaged Schools; Pretests Posttests + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Problemschüler; Berufspraktische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik
Abstract	This investigation sought to determine if there was a difference in the development of effective urban teacher characteristics after completing a traditional internship experience or a Professional Development School internship experience. The Urban Teacher Selection Interview was used to assess 10 characteristics including persistence, value of children's learning, putting ideas into practice, approach to at-risk students, professional/personal orientation to students, the bureaucracy, fallibility, teacher success, student success, and planning and organization. Assessments were completed before and after subjects participated in urban internships. Pre- and posttest scores were compared using descriptive statistics and a paired-samples "t" test. Results communicated no significant difference between pre- and posttest scores when student interns completed a traditional or Professional Development School internship experience. This suggests that although the internship experience is often viewed as the capstone experience of teacher preparation programs, short-term experiences do not adequately prepare teacher candidates for urban school teaching. (Contains 3 tables.) (Author).
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