“The Hardest Job in the Entire World”: A Year in an Urban Teacher Residency Program

• In Event: Roundtable Session 20
  In Roundtable Session: Field Experiences for Preservice Urban Teachers’ Learning and Development

Abstract

The purpose of the present study was to explore the experiences of one preservice teacher resident during his residency year in an urban teacher residency (UTR) program. UTR programs have been preparing teachers for the last decade yet there are few qualitative studies that provide rich description of these programs and or the lived experiences of the residents enrolled in them. The findings of the qualitative case study reported here showed the effects of the residency on one participant’s development as an urban teacher including coursework and seminars; his students; and his Clinical Resident Coach.

Author

• Jori S. Beck, Old Dominion University