A Narrative Case Study Exploring The Preparation Experiences of Novice Teachers In Urban Elementary Schools
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Literature has shown that qualified, effective, and confident teachers are the number one predictor of student success inside the classroom. Students in urban schools experience a greater number of inexperienced or qualified teachers than their peers, which has and currently is creating a social justice crisis in our nation. The reality of staff shortages and the amount of teacher attrition is extremely alarming, especially for students in urban school contexts. Teachers are leaving the profession because they are unprepared. Research suggests that teacher preparation must focus on preparing teachers through culturally and contextually responsive teaching and building critical competency for effective urban educators (Gay, 2010; Hollins, 2012; Howard & Milner, 2014). The purpose of this narrative case study was to understand novice teachers’ preparation for teaching in an urban elementary school setting. The unit of analysis was the preparation of pre-service teachers’ education experiences. This study examined the question: What stories do novice teachers tell about their preparedness to teach in an urban school? Data were collected from six novice teachers who were within the first three years of their teaching career. Data collection consisted of an initial survey and two face-to-face interviews. The secret, sacred, and cover stories told by participants revealed five major narrative themes, including (a) Field Experiences, (b) Exposure to Culturally Relevant Practices, (c) Reflective Practices, (d) Life Experiences, and (e) Relationships with Faculty. The stories and implications described in this dissertation offer perspective for teacher preparation programs and leadership in urban school contexts.
Table of Contents
Introduction -- Literature review -- Methodology -- Findings -- Research findings -- Conclusion
Ph.D. (Doctor of Philosophy)