Are Urban Teacher Residencies Effective to Recruit, Prepare, and Retain Diverse Teachers? A Research Synthesis

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Supporting Teachers of Color (Table 12)

Abstract

In this paper, we review 56 empirical articles published in peer-reviewed journals between 2000 and 2020 and examine the current state of research about UTRs. Looking across the literature, we identified unique opportunities afforded by the UTR approach in recruiting, preparing, and sustaining diverse teachers for urban schools and communities. The literature also illustrated enduring challenges of coordinating coursework and clinical learning and tensions among university learning, school practices, and community contexts. Our review also revealed inconclusive evidence about the classroom teaching practices and retention rates of UTR-prepared teachers. We highlighted gaps across the literature and conclude with implications and recommendations for urban teacher education research and practices.

Authors

• Yiting Chu, University of South Florida - Tampa
  Presenting Author

• Weijia Wang, University of Virginia
  Presenting Author