Contribution to Book
Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education: Implications for Program Design and Implementation
Handbook of Research on Professional Development for Quality Teaching and Learning
(2016)
Abstract
This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.
Keywords
- English Learner,
- Module,
- Field-Based Teacher Education,
- International Baccalaureate
Disciplines
Publication Date
June, 2016
Editor
Teresa Petty, Amy Good, and S. Michael Putman
Publisher
IGI Global
ISBN
9781522502043
DOI
10.4018/978-1-5225-0204-3.ch021
Citation Information
Adam Kennedy and Amy J. Heineke. "Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education: Implications for Program Design and Implementation" Handbook of Research on Professional Development for Quality Teaching and Learning (2016) p. 437 - 461 Available at: http://works.bepress.com/adam-kennedy/1/