Challenges Faced by Urban Preservice Teachers: A Need for Increased Field Experience

• In Event: AERA Poster Session 10
  In Poster Session: Division K Section 5 Poster Session 2

Abstract

Teacher Education Programs are under pressure to demonstrate that they are preparing graduates who are reflective practitioners capable of impacting student learning and student growth. However, there is lack of common agreement in the field about how to track reflective thinking by graduates from programs. This paper presents a case study of beginning teachers from an urban teacher education program. The teachers noted conflicts between their experiences in the teacher education program and their experiences as beginning teachers. This study points to lessons for future practice and implications for future research.

Author

• William Alan Kerns, University of Arkansas - Little Rock