NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1085187
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1946-7109
"I Want to See Real Urban Schools": Teacher Learners' Discourse and Discussion of Urban-Based Field Experiences
Jacobs, Katrina Bartow
Penn GSE Perspectives on Urban Education, v12 n1 p18-37 Fall 2015
Urban educational contexts are increasingly complex, both in terms of what count as "urban" communities, and in regard to the increasing diversity of schools in these settings. Given that school-based learning experiences are a core element of nearly all teacher education, it is critical that we develop a better sense of how early career teachers are conceptualizing these experiences within urban contexts. This issue is of particular importance given the fact that the majority of teachers being prepared today do not have personal or educational experiences in urban settings (Sleeter, 2001). Findings from this study demonstrate not only the pervasiveness of deficit perspectives in teacher learners' conceptualizations of "real urban schools," a term that emerged from the participants' group discourse, but also the power of critical inquiry as a framework from which to begin disrupting some of these assumptions. The article concludes by offering suggestions for how field experiences can be reframed in order to function as sites of possibility and change, rather than as living laboratories that uphold current institutional and societal inequities.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A