Urban Education Culturally-Based Internships in Teacher Education: A Review of the Literature

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Culturally Responsive Pathways in Preservice Teacher Education: Identity, Global Experiences, and Literature-Based Pedagogy

Abstract

The purpose of this structured narrative literature review was to examine how scholarship has advanced clinical internship programs centered in urban education. Recognizing current contention in the U.S. with how equity and inclusion are positioned in teacher education programs, we examined literature that describes and advances urban contexts and cultural knowledge in teacher development. Supports and resources were identified, as well as barriers and challenges. The key findings of the literature review include: 1) cultivating community in culturally-based teacher education internships; 2) supports and resources in urban teaching internships; 3) barriers and challenges in urban teaching internships; and 4) urban internships to transform teacher education models. This study reframes the conversation around teacher education toward holistic, justice-centered program design.

Authors

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Wanying Liang, University of Wisconsin - Milwaukee

• Jennifer Khasawneh, University of Wisconsin - Milwaukee

• Renee Lindsey, University of Wisconsin - Milwaukee

• Jamie Utecht, University of Wisconsin - Milwaukee