Assessing Preservice Teachers’ Perceptions of Urban Schools to Guide Curricular Development and Field Work Experiences

• In Event: What Does It Mean to Think Like a Teacher? Equity, Ideology, and Justice in Preservice Teacher Education

Abstract

Classroom teachers are ultimately responsible for what they teach, how they teach, and for considering contextual dimensions that inform responsible teaching. This paper addresses these issues related to a long-understood limitation in teacher education programs: the preparation of preservice teachers for careers in urban schools. Authors report results of a longitudinal study designed to examine changes in pre-service teachers’ attitudes about urban schools, students, and teachers as they complete initial university-based coursework and field work experiences in urban schools. Authors argue that teacher education programs must systematically assess and challenge preservice teachers’ misperceptions about teaching in urban schools and that sustained immersion field work experiences in urban schools are critical for producing competent teachers.

Authors

• Katie Cripe, Youngstown State University

• Kenneth L. Miller, Youngstown State University

• Crystal L Ratican, Youngstown State University

• Sean Ratican, Kent State University - Warren