Unpacking the “Urban” in Urban Teacher Education: Making a Case for Context-Specific Preparation

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dc.contributor.author Kapadia Matsko, Kavita
dc.contributor.author Hammerness, Karen
dc.date.accessioned 2020-07-30T18:58:17Z
dc.date.available 2020-07-30T18:58:17Z
dc.date.issued 2014-03
dc.identifier.citation Matsko, Kavita Kapadia, and Karen Hammerness. “Unpacking the ‘Urban’ in Urban Teacher Education: Making a Case for Context-Specific Preparation.” Journal of Teacher Education, vol. 65, no. 2, Mar. 2014, pp. 128–144, doi:10.1177/0022487113511645.
dc.identifier.uri https://hdl.handle.net/10192/37694
dc.description.abstract The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently “unpacked” features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts. Drawing from program descriptions, syllabi, and interviews, we describe the “context-specific” approach of the University of Chicago Urban Teacher Education Program that prepares teachers for Chicago Public Schools and ways that it helps candidates make meaning of that setting. We present a framework to show how the program defines and then teaches as content essential knowledge about a district and its children—including community and neighborhood histories, district curricula, and policies—that must inform teaching and learning. We include examples of context-specific teacher preparation that illustrate how candidates learn about particularities of Chicago Public Schools and apply this knowledge to develop context-specific understandings and practices.
dc.language.iso en
dc.publisher Journal of Teacher Education
dc.relation.ispartofseries Vol. 65;No. 2
dc.rights © 2013 American Association of Colleges for Teacher Education
dc.subject pedagogy
dc.subject practitioner research
dc.subject professional development
dc.subject teacher preparation
dc.subject teaching and learning
dc.title Unpacking the “Urban” in Urban Teacher Education: Making a Case for Context-Specific Preparation
dc.type Article
dc.identifier.doi 10.1177/0022487113511645
dc.description.esploro Y
mods.esploro Y


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