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Contribution to Book
Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency
Learning Teaching from Experience: Multiple Perspectives and International Contexts (2014)
  • Lauren Gatti, University of Nebraska-Lincoln
Abstract

Urban Teacher Residencies are a growing form of ‘alternative’ teacher education program in the US, where learning to teach ‘from experience’ is the primary objective. This chapter explores how Genesis, a novice teacher enrolled in such an urban teacher residency, was able to construct a more robust and engaging English curriculum from the fragmented and incoherent scripted instruction she encountered. While Genesis accessed many different resources—dispositional, experiential, relational, programmatic, and disciplinary—in her efforts to re-shape the curriculum of her teaching placement, the chapter shows how there were two resources that most powerfully shaped her process of learning to teach: shared experiences and cultural connections with her low income, African American students; and a social-pedagogic commitment to ‘each one teach one’, an obligation historically associated with overcoming poverty and illiteracy in non-dominant communities in the US

Keywords
  • "no excuses",
  • Doug Lemov,
  • learning to teach English,
  • Urban Teacher Residency
Publication Date
2014
Editor
Viv Ellis and Janet Orchard
Publisher
Bloomsbury Academic
Citation Information
Lauren Gatti. "Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency" LondonLearning Teaching from Experience: Multiple Perspectives and International Contexts (2014)
Available at: http://works.bepress.com/lauren_gatti/1/