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Abstract
Preparing new teachers to work in urban schools has become a priority for many teacher education programs. This study explored 20 preservice teachers’ responses to a scenario about working in an urban school as a beginning teacher. Specific attention was placed on what participants believed were key challenges and concerns. Findings indicated that participants who exhibited interest in urban school teaching and those who did not shared similar concerns about urban teaching. These views suggest specific curricular approaches for teacher educators.
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Author Biographies
Michelle Bauml is an assistant professor in the College of Education, Texas Christian University, Fort Worth, Texas. Her research interests include new teacher development, teacher thinking and decision making, and early childhood/elementary curriculum and instruction.
Antonio J. Castro is an assistant professor in the Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia. His research focuses on the recruitment, preparation, and retention of teachers for culturally diverse contexts and urban schools.
Sherry L. Field is dean of the College of Education, Arkansas Tech University, Russellville, Arkansas. Her research interests include the history of social studies, social studies curriculum and teaching, and social studies teacher education.
Deborah L. Morowski is an associate professor in the Department of Curriculum and Teaching at Auburn University, Auburn, Alabama. Her research interests include social studies education, educational history, and teacher education.
