Teacher Education Reform Through Faculty Research Residencies in Urban Schools

• In Event: Approaches of Collaboration and Inquiry in Teacher Education

Abstract

The Faculty Research Residency project—a Department of Education funded project—leveraged existing school-university partnerships to create opportunities for college of education faculty to conduct research in high-need urban schools related to their teacher education courses. This study examined the knowledge university faculty sought and learned from their time in high-need classrooms, and the impact on their teacher education coursework. Results indicate that faculty primarily sought to contextualize their knowledge of largely familiar professional practices; that faculty developed a nuanced understanding of the challenges teachers faced in high-need settings; and were able to represent their course content in more concrete contextualized ways. Curricular impact spanned course revision to policy development. Implications are drawn for teacher education renewal.

Authors

• Diane E. Salmon, National-Louis University

• Wendy L. Gardiner, National Louis University