I Will Never Be the Same: Impactful Experiences of an Urban Teacher Residency Program

• In Event: 64.084 - Teaching and Teacher Education in Urban Communities

Abstract

This mix method case study examines how a year-long residency in an urban school impacts the cultural and pedagogical development of pre-service teachers. Resident teachers from two cohorts were interviewed, and focus groups with cooperating teachers and school leaders were conducted. Narrative analysis of resident teachers’ evaluations and lesson plans allowed for triangulation. Results indicate that three critical program experiences proved impactful including, paraprofessional experience, first day experience and prolonged exposure. Recommendations and implications for integrating urban residency experiences into undergraduate programs were considered.

Authors

• Marlon C. James, Texas A&M University - College Station

• Amy Rector-Aranda, Texas A&M University - College Station

• Taylor Gilley, Spring Indepentdant School District

• Chi Yun Moon, Texas A&M University - College Station