Redesigned Urban Teacher Preparation: A Reflective, Community-Centered, Clinically Intensive Program at a Midwestern Public Research University

Redesigned Urban Teacher Preparation: A Reflective, Community-Centered, Clinically Intensive Program at a Midwestern Public Research University

ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch018
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MLA

Boboc, Marius. "Redesigned Urban Teacher Preparation: A Reflective, Community-Centered, Clinically Intensive Program at a Midwestern Public Research University." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 327-344. https://doi.org/10.4018/978-1-5225-3068-8.ch018

APA

Boboc, M. (2018). Redesigned Urban Teacher Preparation: A Reflective, Community-Centered, Clinically Intensive Program at a Midwestern Public Research University. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 327-344). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch018

Chicago

Boboc, Marius. "Redesigned Urban Teacher Preparation: A Reflective, Community-Centered, Clinically Intensive Program at a Midwestern Public Research University." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 327-344. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch018

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Abstract

A redesigned teacher preparation program at a Midwestern public research university focuses on deconstructing the previous curriculum to enhance the ways in which pre-service teachers get early experiences in communities and schools that serve them. Concurrently, the new curriculum clusters content, pedagogy, and instructional technology so that such clinical/field experiences could be analyzed by means of reflective practice that is highly contextual and dialogic. Challenges, opportunities, and trends during the design and implementation process reveal connections to the most recent research on urban teacher preparation. Future research proposes areas of investigation related to sustainability of research-focused and evidence-driven urban teacher education that involves community partners as an integral part of the program implementation and evaluation.

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