Skip to main content
Article
Preservice teacher learning in an urban school-university partnership: Understanding the complexity of urban teaching
Journal of Urban Learning, Teaching and Research (2008)
  • Andrea Stairs-Davenport, University of Southern Maine
Abstract

The purpose of this study was to examine preservice teacher learning in an integrated course and field experience in an urban school-university partnership. Study participants included two cohorts of preservice teachers at a large, northeastern research university who were completing a semester-long experience of site-based coursework and fieldwork at an urban high school. Analysis of multiple data sources suggests that participants changed their unidimensional, deficit view of urban teaching evident at the beginning of the experience and learned about the complexity of urban teaching, including the various elements that distinguish urban teaching from teaching in other contexts.

Disciplines
Publication Date
2008
Citation Information
Andrea Stairs-Davenport. "Preservice teacher learning in an urban school-university partnership: Understanding the complexity of urban teaching" Journal of Urban Learning, Teaching and Research Vol. 4 (2008)
Available at: http://works.bepress.com/andrea_stairs/9/