Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency

Autor/inn/en	Roegman, Rachel; Pratt, Suzanne; Goodwin, A. Lin; Akin, Sibel
Titel	Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency
Quelle	In: Action in Teacher Education, 39 (2017) 4, S.432-452 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roegman, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2017.1300956
Schlagwörter	Qualitative Research; Social Justice; Concept Formation; Disadvantaged Schools; Teacher Persistence; Program Descriptions; Teacher Effectiveness; Teacher Attitudes; Program Effectiveness; Teacher Education Programs; Inquiry; Teacher Shortage; Graduate Students; Mentors; Student Placement; Teaching Experience; Curriculum; Internship Programs; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Qualitative Forschung; Soziale Gerechtigkeit; Concept learning; Begriffsbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Lehrermangel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerpraktikum; Curricula; Lehrplan; Rahmenplan; Berufspraktische Ausbildung
Abstract	This qualitative study analyzes the retention data of an urban teacher residency program, a recent approach to developing quality teachers. The authors identify patterns of movers, leavers, and stayers and draw on interview data to better understand residents' (program graduates) perspectives on ways the program informs their practice after graduation. Using the university conceptual framework of curriculum, inquiry, and social justice, the authors examine how residents might demonstrate retention and practice of key concepts and principles that undergirded their residency program. This study furthers our understanding of how residencies support the preparation of new teachers in high-needs schools and shortage areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01