Preparing Urban Teachers in a Postindustrial City

Session Submission Type: Symposium

Abstract

This session examines a College of Education’s role in the preparation of effective urban educators in a post-industrial context. Through qualitative methodologies, presenters will examine the candidates’ perceptions of themselves as competent in the content area, pedagogy, and as culturally relevant. Methodology of the research will be qualitative in nature. Data sources include student interviews, surveys, candidate portfolios, field notes and reviewed documents; will be discussed in detail with supporting evidence. While an effective urban educator may be characterized by several qualities, these research papers will focus on the three qualities that the College of Education has identified from a constructivism theoretical framework: an Effective Urban Educator is one who is Reflective, Innovative and Committed to Diversity.

Sub Unit

• Division K - Teaching and Teacher Education / Section 3: Focus on the Lives of Teachers (knowledge, thinking, dispositions, perspectives, ideology, reflective practice, and the moral dimensions of teaching)

Chair

• Kathleen Crawford-McKinney, Wayne State University

Papers

• Urban Mathematics Teachers’ Reflections on Classroom Experiences - Viveka O. Borum, Spelman College

• Preparing Teacher Candidates to be Effective Urban Educators: Adapting to the Needs of Culturally Diverse Students - Chavon Jackson, Wayne State University

• Solving Problems of Practice for Urban Science Teachers - David J. Grueber, Wayne State University

Discussant

• Carolyn M. Shields, Wayne State University