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ERIC Number: EJ912044
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1946-2069
The Learning and Practice of Preservice Teachers in an Urban School-University Partnership: The Struggle to Enact Culturally Responsive Pedagogy
Stairs, Andrea J.
Online Yearbook of Urban Learning, Teaching, and Research, p26-36 2010
This paper reports on an interpretive, collective case study that examined preservice teacher learning and practice in an urban school-university partnership. Multiple data sources were collected from 55 predominantly White middle-class preservice teachers at a predominantly Black and Latino high school, including pre- and post-surveys, coursework, lesson observations, interviews, and artifacts. Findings suggest participants clearly articulated their learning about culturally responsive pedagogy (CRP), but they struggled to apply their learning in practice. This study confirms that important preservice teacher learning can take place in urban school-university partnerships, especially if the teacher education experiences make explicit applicable theories such as CRP. (Contains 3 tables.)
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A