Partnering to Prepare Urban Teachers
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This book attempts to present both theoretical and practical perspectives on school and university partnerships that focus on the preparation and retention of urban teachers. In particular, the book focuses on (a) theoretical and historical underpinnings of partnering to prepare urban teachers as social activists; (b) stories from the field, explored through the voices and actions of students, families, teacher educators, and preservice and in-service teachers; and (c) a critical analysis of this work. The research presented is situated in urban settings that mirror those across the United…mehr

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Produktbeschreibung
This book attempts to present both theoretical and practical perspectives on school and university partnerships that focus on the preparation and retention of urban teachers. In particular, the book focuses on (a) theoretical and historical underpinnings of partnering to prepare urban teachers as social activists; (b) stories from the field, explored through the voices and actions of students, families, teacher educators, and preservice and in-service teachers; and (c) a critical analysis of this work. The research presented is situated in urban settings that mirror those across the United States and represents partnerships in Boston, Chicago, Cleveland, Los Angeles, and Wilmington, where school, city, and teacher education communities collaborate to prepare and keep teachers in hard-to-staff, high-needs schools. Case studies included in the text explore multiple perspectives on partnering to prepare urban teachers - including those of urban schoolchildren and their teachers, teacher educators and teachers becoming teacher educators, and parents. Combined, the chapters theoretically and practically detail the layers and conundrums, tribulations and triumphs, contexts and voices of the challenges facing urban teachers, teacher educators, community members, and administrators who work collaboratively to prepare and support teachers as social activists.
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Autorenporträt
The Editor: Francine P. Peterman is a professor in the Department of Curriculum and Foundations at Cleveland State University and has served as an urban teacher educator for seventeen years since attaining her Ph.D. at the University of Arizona. Peterman writes about urban teaching and teacher preparation, standards for urban teacher education, inquiry-based teaching and learning, and the invention of cultures and practices that support renewal that is socially just. Her roots in teaching in Miami, Florida for twelve years and partnering with local Cleveland schools keep her grounded in her work in schools, where she prepares educators for the complexities and demands of urban teaching.