"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools

Autor/inn/en	Freedman, Sarah Warshauer; Appleman, Deborah
Titel	"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools
Quelle	In: Teacher Education Quarterly, 35 (2008) 3, S.109-126 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Urban Schools; Teacher Education Programs; Teacher Persistence; Case Studies; Beginning Teachers; Urban Education; Urban Teaching; Multicultural Education; Longitudinal Studies; Secondary School Teachers; Self Concept; Teacher Role; Concept Formation; Individual Development; Role of Education; Knowledge Base for Teaching; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Stadtteilbezogenes Lernen; Urban education; Multikulturelle Erziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Lehrerrolle; Concept learning; Begriffsbildung; Individuelle Entwicklung; Bildungsauftrag; Teaching theory; Theory of teaching; Unterrichtstheorie; Kalifornien
Abstract	America's urban public schools and their students are in dire need of a durable and committed corps of teachers, teachers who are willing to stay in education long enough to make a difference in the conditions of those schools, and most importantly, in student achievement. Many traditional teacher education programs critique alternative programs such as Teach for America for the relatively short (two-year) commitment that is required of its recruits, but do teacher education programs fare better in preparing novice teachers to stay in urban education? Ultimately the authors ask: What is the role of the many experiences in the lives of beginning teachers that contribute to the development of their teacher identities--from what they bring, from their teacher education experiences, from their experiences in their school settings? In order to explore this question, for five years the authors have been following the development of teacher identities and career choices of a cohort of graduates of the Multicultural Urban Secondary English (MUSE) Credential and MA program at the University of California, Berkeley (UC Berkeley). One of the main goals of the MUSE program is to prepare teachers to teach some of the most underserved students, those who come from conditions of poverty and populate their low-performing, urban schools. The authors chose to capture their findings on teacher identity through case studies. The authors include three case studies from the cohort under study. For their three cases, the authors describe Natalie who fits the traditional definition of a stayer in a high needs school; Margo who has remained in a significant position in urban education, even though she has left classroom teaching; and Sally, a leaver who seems to be a casualty of dysfunctional urban schools. (Contains 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10