The Forgotten Voice in Teacher Preparation: Transforming Teacher Residencies Alongside the Community (Stage 2, 7:50 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 2

Abstract

This study explores ASPIRE, a teacher residency program designed to bridge the gap between traditional preparation and the realities of schools in a southern border district. Emphasizing community cultural wealth, ASPIRE immerses residents in local contexts through service learning, guided clinicals, mentorship, and cultural events. Using mixed methods, the study draws on three surveys and two focus groups to assess residents’ pedagogical skills, cultural understanding, and program experiences. Results show 100% of participants felt more prepared to teach after the community immersion course. Residents reported increased confidence in engaging families and applying culturally responsive practices. ASPIRE demonstrates the impact of community-engaged preparation on teacher retention, equity, and effectiveness, offering a replicable model for reform in educator preparation programs.

Authors

• Robert Lee, National University

• Nilsa J. Thorsos, National University

• Dina Pacis, National University San Diego