Learning to Become Urban Teachers: Tensions in How Teacher Candidates Understand Their Developing Competencies

• In Event: Perspectives of Urban Teachers and Administrators

Abstract

This qualitative study highlights perspectives of teacher candidates (TCs) in an urban elementary teacher education program. Throughout our varied experiences as program faculty, we have come to recognize the multifaceted complexities regarding what it means to be an effective urban educator. This study specifically focuses on TCs’ understanding and perceptions of urban teaching and the necessary competencies. Through identifying and unpacking the competencies, tensions emerged as TCs were learning how to become urban teachers. Findings revealed that TCs did not always see their learning across contexts as cohesive, and despite the explicit aims of the program and perspectives embedded in course curricula, participants sometimes discussed racially and/or socioeconomically marginalized communities in ways that were strikingly troublesome.

Authors

• Arthi B. Rao, University of Illinois at Chicago

• Becca Woodard, University of Illinois at Chicago

• Gregory V. Larnell, University of Illinois at Chicago

• Federico R. Waitoller, University of Illinois at Chicago

• Marisha Humphries, University of Illinois at Chicago