Suburban Students Become Urban Teachers: Are They Prepared?
Preparation For Teaching in a Diverse, Urban Classroom: The Impact of an Intensive Pre-service Program
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Through this book Dr. Allison Novick-Occhipinti sought to explore how pre-service education teachers enrolled in a one-year Master of Arts teacher education certification program believed the program had impacted and shaped their attitudes and pedagogy. The book is meant to identify the concerns and attitudes of pre-service teachers in an urban city. It attempts to ascertain how these particular students thought the coursework and field experiences appropriately prepared them for an urban, diverse classroom. During her research two major themes emerged. One was that the participants initial pe...
Through this book Dr. Allison Novick-Occhipinti
sought to explore how pre-service education teachers
enrolled in a one-year Master of Arts teacher
education certification program believed the program
had impacted and shaped their attitudes and
pedagogy. The book is meant to identify the concerns
and attitudes of pre-service teachers in an urban
city. It attempts to ascertain how these particular
students thought the coursework and field
experiences appropriately prepared them for an
urban, diverse classroom. During her research two
major themes emerged. One was that the participants
initial perceptions of the inner city and the urban
environment were shaped by where they planned to
teach and an awareness of their own backgrounds and
capacities. Second, the experiences the participants
encountered in their courses and field assignments
enabled them to better understand the challenges and
complexities of teaching children of diverse socio-
economic and cultural backgrounds. The most
important question explored throughout the book was
whether these once suburban students were ready, and
willing, to become urban teachers.
sought to explore how pre-service education teachers
enrolled in a one-year Master of Arts teacher
education certification program believed the program
had impacted and shaped their attitudes and
pedagogy. The book is meant to identify the concerns
and attitudes of pre-service teachers in an urban
city. It attempts to ascertain how these particular
students thought the coursework and field
experiences appropriately prepared them for an
urban, diverse classroom. During her research two
major themes emerged. One was that the participants
initial perceptions of the inner city and the urban
environment were shaped by where they planned to
teach and an awareness of their own backgrounds and
capacities. Second, the experiences the participants
encountered in their courses and field assignments
enabled them to better understand the challenges and
complexities of teaching children of diverse socio-
economic and cultural backgrounds. The most
important question explored throughout the book was
whether these once suburban students were ready, and
willing, to become urban teachers.
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