Understanding Teacher Development in an Urban Residency Program

• In Event: Sheraton Roundtable Session 4
  In Roundtable Session: Alternative Routes and Teacher Residencies in Urban Education: Critiquing, Sustaining, and Redesigning

Abstract

Urban teacher residency programs are seen as one way to enhance teacher preparation, particularly for individuals seeking to teach in challenging settings. These programs have often been evaluated solely in relation to direct impact on student outcomes and teacher retention rates. Using a qualitative design, residents and their resident coaches were interviewed using semi-structured protocols. This study contributes to the theoretical understanding of how these programs work to develop urban teaching expertise. As a result, this study might inform discussions of the urban residency model, as well as have implications for the consideration of teacher education programs more broadly, and the policy considerations relevant to urban schools.

Authors

• David T. Marshall, Auburn University

• Samantha Hope, Virginia Commonwealth University

• Lisa M. Abrams, Virginia Commonwealth University

• Jesse Senechal, Virginia Commonwealth University