ERIC Number: EJ1016207
Record Type: Journal
Publication Date: 2013-Sep-7
Abstractor: As Provided
Communities as Critical Partners in Teacher Education: The Impact of Community Immersion on Teacher Candidates' Understanding of Self and Teaching in Urban Schools
Waddell, Jennifer H.
Current Issues in Education, v16 n2 Sep 2013
Communities play a critical role in helping teacher candidates understand the social and historical aspects of community and their impact on schools, students and families, particularly in urban communities. Communities should be integral and equal partners in preparing teachers for today's diverse schools. This paper focuses on utilizing the community as a space for preparing urban teachers. It describes a study of an urban community immersion experience in teacher education at a predominantly white institution. This qualitative study was guided by two research questions, "How have these community immersion experiences influenced candidates' understanding of self?" and "How have these experiences influenced candidates' identity as a teacher in urban schools?" Findings suggest that carefully designed community experiences can have significant impact on teacher candidates' understanding of self and their identity as teachers in urban schools.
Descriptors: Preservice Teachers, Self Concept, Professional Identity, Urban Teaching, Urban Schools, Methods Courses, Summer Programs, Elementary School Teachers, Middle School Teachers, Experiential Learning, Reflection, Psychological Patterns, Internship Programs
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: email@example.com; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Middle Schools; Junior High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A