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ERIC Number: EJ819677
Record Type: Journal
Publication Date: 2006-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1361-1267
Teaching in Urban Schools: Mentoring Pre-Service Teachers to Apply Advocacy Strategies
Catapano, Susan
Mentoring & Tutoring: Partnership in Learning, v14 n1 p81-96 Feb 2006
In this discussion of one university's teacher education program, steps taken to mentor pre-service teachers learning to support families and children in urban settings are aligned with advocacy strategies. Using a service-learning model, teachers explore issues of social justice by completing a full year of field experiences in an urban classroom. Advocacy strategies of recognizing issues that impact families and children, taking the perspective of those who are impacted, and looking for solutions within the context of the classroom, help pre-service teachers see themselves as possible agents of systemic change as they become classroom teachers. Reflection on the blending of the strategies of service-learning, mentoring, advocacy development and teacher education leads to the development of an integrated model of teacher education. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A