What Do We Mean by Accountability in Urban-Focused Teacher Preparation?

• In Event: Issues in Urban Teacher Education

Abstract

This study investigates how the current focus on standards and accountability is represented in urban-focused teacher preparation programs. Through analysis of documents from eight teacher preparation programs and interviews with program faculty and teacher candidates at two of the programs, the author studies the manner in which the accountability perspective is presented and received at the study sites. The research demonstrates that while the accountability perspective is present in these programs, there is a great deal of variability in terms of how it is presented by faculty and understood by program participants. However, a critically progressive view of accountability emerges from the data that has positive implications for teacher education and classroom teachers.

Author

• John R. Walcott, Calvin College