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An analysis of prospective teachers'...

Tucker, Michael James.

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An analysis of prospective teachers' decision to teach in an urban school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An analysis of prospective teachers' decision to teach in an urban school./
作者:	Tucker, Michael James.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1609.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089666

An analysis of prospective teachers' decision to teach in an urban school.
Tucker, Michael James.

An analysis of prospective teachers' decision to teach in an urban school. - 153 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1609.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

This study analyzes why prospective teachers choose to teach in urban schools. The question is explored by a thematic analysis of the responses by five prospective teachers during three inquiries over thirteen months. A critical urban theoretical perspective guides this study under two main approaches: conflict theory and an international approach. Both serve as a framework to describe and analyze urban educational institutions. The analysis of the data from the student teachers produced five themes: missionary, challenging environment, socialization in becoming an urban teacher, cultural diversity, and fear.Subjects--Topical Terms:

783747
Education, Teacher Training.

An analysis of prospective teachers' decision to teach in an urban school.
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245 1 0 $a An analysis of prospective teachers' decision to teach in an urban school.
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500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1609.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a This study analyzes why prospective teachers choose to teach in urban schools. The question is explored by a thematic analysis of the responses by five prospective teachers during three inquiries over thirteen months. A critical urban theoretical perspective guides this study under two main approaches: conflict theory and an international approach. Both serve as a framework to describe and analyze urban educational institutions. The analysis of the data from the student teachers produced five themes: missionary, challenging environment, socialization in becoming an urban teacher, cultural diversity, and fear.
520 $a This study reinforces the importance of reflection as a proactive ongoing examination of beliefs and practices that will allow urban teachers to improve their image of urban students.
520 $a The results of the study have implications for two groups: teachers and teacher educators. Three areas that teachers and teacher educators are encouraged to look into were identified as: (1) exposure to a diverse setting to inform prospective teachers about urban schools and classrooms, (2) the use of successful teaching strategies to inform prospective teachers about the image of the urban and their beliefs about urban students, and (3) university and urban school partnerships, and the recruitment of a diverse teaching force.
520 $a On the basis of these findings, prospective teachers need to be given more meaningful opportunities to analyze and reflect upon their own beliefs and implicit theories about teaching and being an urban teacher.
590 $a School code: 0262.
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