The Learning and Practice of Preservice Teachers in an Urban School-University Partnership: The Struggle to Enact Culturally Responsive PedagogyReport as inadecuate




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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.)

Descriptors: Preservice Teachers, Urban Schools, College School Cooperation, Partnerships in Education, African American Students, Hispanic American Students, Whites, High School Students, Pretests Posttests, Surveys, Observation, Interviews, Culturally Relevant Education, Cultural Pluralism, Teacher Collaboration, Student Diversity, Consciousness Raising

AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org





Author: Stairs, Andrea J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4265&id=EJ912044







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