Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community Immersive Partnerships

• In Event: 66.027 - Countering Deficit Discourse: Preservice Teachers' Experiences in Field Placements

Abstract

Preparing special educators for the highest need schools remains an ongoing challenge in urban districts across the US. BLIND REVIEW collaborative community-based immersion partnership model demonstrates promising levels of success on candidates’ preparation. Pre-post survey data indicate that at the conclusion of the redesigned courses, students were more intent on becoming urban educators, felt more positively towards diversity, were more confident in their ability to become urban educators, and had more experience in urban settings. Qualitative data were also coded and analyses revealed three emergent themes: enhanced commitment to teach in urban settings, knowledge growth of multicultural education, and increased efficacy of culturally responsive teaching; all key indicators of overcoming barriers to urban teaching (BLIND REVIEW, 2014).

Authors

• April L. Mustian, Illinois State University

• Robert E. Lee, University of Central Missouri