Centering a Culture of Care in Teacher Residency Programs

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Situated, Sustained, and Transformative: Innovations in Teacher Apprenticeship and Preparation

Abstract

This paper defines a culture of care and explores how a culture of care can be intentionally cultivated within an Urban Teacher Residency (UTR) program. Drawing on organizational theory and care ethics, the authors identify three key levers—trusting relationships, openness to feedback, and relational leadership—that develop, support, and maintain a caring culture. Using qualitative data from interviews with residents, Supervising Teachers, and faculty in an UTR, the study illustrates how care is operationalized through structures, routines, and interpersonal practices. This work offers a theoretical framework along with practical implications for integrating care into other teacher preparation programs as a way of fostering resilience, empathy, and inclusive teaching in future educators.

Authors

• Lisa Merrill, American Institutes for Research

• Victoria M. Theisen-Homer, Northern Arizona University

• Jessica Manzone, Northern Arizona University