Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency

Rachel Roegman, Suzanne Pratt, A. Lin Goodwin, Sibel Akin

Research output: Contribution to journalArticle

Abstract

This qualitative study analyzes the retention data of an urban teacher residency program, a recent approach to developing quality teachers. The authors identify patterns of movers, leavers, and stayers and draw on interview data to better understand residents’ (program graduates) perspectives on ways the program informs their practice after graduation. Using the university conceptual framework of curriculum, inquiry, and social justice, the authors examine how residents might demonstrate retention and practice of key concepts and principles that undergirded their residency program. This study furthers our understanding of how residencies support the preparation of new teachers in high-needs schools and shortage areas.

Original languageEnglish (US)
Pages (from-to)432-452
Number of pages21
JournalAction in Teacher Education
Volume39
Issue number4
DOIs
StatePublished - Nov 2 2017

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social justice
curriculum
teacher
resident
shortage
graduate
university
interview
school

Keywords

  • Retention
  • residency
  • teacher preparation

ASJC Scopus subject areas

  • Education

Cite this

Curriculum, Social Justice, and Inquiry in the Field : Investigating Retention in an Urban Teacher Residency. / Roegman, Rachel; Pratt, Suzanne; Goodwin, A. Lin; Akin, Sibel.

In: Action in Teacher Education, Vol. 39, No. 4, 02.11.2017, p. 432-452.

Research output: Contribution to journalArticle

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