Opportunities to Teach and Learn in High-Needs Schools: Student Teachers' Experiences in Urban Placements

Autor/inn/en	Anderson, Lauren; Stillman, Jamy
Titel	Opportunities to Teach and Learn in High-Needs Schools: Student Teachers' Experiences in Urban Placements
Quelle	In: Urban Education, 45 (2010) 2, S.109-141 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085909354445
Schlagwörter	Student Teaching; Urban Schools; Teacher Education Programs; Knowledge Base for Teaching; Cooperating Teachers; Field Experience Programs; Student Diversity; At Risk Students; Preservice Teachers; Urban Teaching; Social Justice; Consciousness Raising + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching theory; Theory of teaching; Unterrichtstheorie; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Urban education; Stadtteilbezogenes Lernen; Soziale Gerechtigkeit; Bewusstseinsbildung
Abstract	This article presents findings from a qualitative study of student teachers' opportunities to learn in and for urban, high-needs schools. The analysis builds on Darling-Hammond and Bransford's knowledge base for teaching framework to examine the role of student teaching in preparing teachers as equity-minded adaptive experts, equipped to work with diverse students in urban, high-needs schools. The study focuses on the experiences and perspectives of six preservice elementary teachers across two specialized urban teacher education programs. Findings demonstrate how placement features--in particular, cooperating teachers' classroom-based instantiations of the external policy context--enabled and/or constrained opportunities for preservice teacher learning. Implications focus on new directions for research and practice in specialized teacher education. In conclusion, the authors call for closer investigation of what and how preservice teachers learn in and through student teaching. (Contains 1 table and 5 notes.) (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