Perceptions of Teacher Residency: Expectations and Supports for Success

• In Event: Exploring the Implications of Disability With Preservice Teachers

Abstract

This paper reports on perceptions of teacher residents serving as urban special education assistants. The reasons residents joined a residency program are explored, with an analysis of expectations before and after the program. Additionally, an examination of supports provided to residents identified areas of assistance perceived as helpful, and gaps impeding academic, social and emotional success. Understanding perceptions of individuals with familiarity of urban schools and allowed insights as how funds of knowledge informed and exposed gaps in their learning. Survey and interview data suggest teaching assistants have more realistic expectations regarding the day-to-day residency experience, however, they may require differentiated supports across domains for their overall success beginning with pre-residency support and continuing throughout the early years of teaching.

Authors

• Barbara S. Rieckhoff, DePaul University

• Anne Butler, DePaul University

• Kiel McQueen, Basis Policy Research