The New Changing Faces of Urban Teachers and Their Emerging Teaching Belief

Autor/inn/en	Owens, Emiel W.; Song, Holim
Titel	The New Changing Faces of Urban Teachers and Their Emerging Teaching Belief
Quelle	In: Online Yearbook of Urban Learning, Teaching, and Research, (2009), S.13-28 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2069
Schlagwörter	Teacher Shortage; Alternative Teacher Certification; Urban Teaching; Urban Schools; Teaching (Occupation); Student Attitudes; Teacher Attitudes; Nontraditional Education; Educational Experience; Group Activities; Classroom Environment; Teacher Effectiveness; Cultural Differences + Suchen Sie Ihr Suchwort? Lehrermangel; Urban education; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching; Lehrberuf; Schülerverhalten; Lehrerverhalten; Non-traditional education; Alternative Erziehung; Bildungserfahrung; Gruppenaktivität; Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kultureller Unterschied
Abstract	Alternative certification programs are changing the face of the teaching profession. Not only have these programs attracted individuals from different disciplines and educational backgrounds, they have also changed the ethnic and gender makeup of the classroom teaching population. This suggests an increase in point-of-view diversity in the teaching workforce which in turn suggests potential opportunities to effect planned variation in the educational experiences of students in urban schools. The current study examines the perceptions of teachers who come from these non-traditional programs. The study also addresses cultural issues related to teacher perceptions of effective classroom learning environments. The results in the present study suggest that a majority of the teachers surveyed perceived that a classroom that supports cooperative or group activities is an effective classroom environment. Finally, there were significant differences in teacher perceptions of effective teacher practices across teacher ethnicities. These differences, if viewed as resources, may manifest themselves in the form of pathways toward enriching the educational experiences of students in urban schools. (Contains 2 tables.) (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10