Document Type

Article

Publication Date

2016

Publication Title

Teacher Education Quarterly

Volume

43

Issue

1

Pages

51-70

Abstract

Urban teacher residencies have been widely endorsed in teacher education yet the body of literature on these programs is still being created and the benefits of these programs are as yet undefined. The current study explored the work of faculty and staff in recruiting and preparing teacher candidates in one urban teacher residency program. A secondary goal of this study was to determine participant perceptions about the role and potential of their program. Through semi-structured interviews, observations, and document analysis the current study found that program stakeholders adopted a posture of ongoing development and relied on evidence to make decisions within the program; that there was a lack of coherence within the program at multiple levels; and that the residency offered innovations in vision and structure but had not yet proven to produce more effective teachers than a traditional teacher education program. These findings have implications for both research and practice.

Comments

COPYRIGHT STATEMENT:

© 2016 Caddo Gap Press. This article is available for reading, but it is not to be copied, distributed, or sold without specific permission from Caddo Gap Press.

Included with the kind permission of the publisher.

ORCID

0000-0002-3175-0547 (Beck)

Original Publication Citation

Beck, J. S. (2016). The complexities of a third-space partnership in an urban teacher residency. Teacher Education Quarterly, 43(1), 51-70.

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