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Abstract

It is generally accepted that many new teachers leave the profession within just a few years. The numbers of leavers increase in historically underperforming and under resources schools. This study examines a group of new teachers from a phenomenological perspective. Their experiences are presented through ethno-drama as a way to interact with the data and learn from the experiences of these teachers.

Keywords

Teacher Preparation, Urban Education, Ethno-Drama

Author Bio(s)

Tabitha Dell'Angelo is an Associate Professor and Coordinator of the Urban Education Program at The College of New Jersey in Ewing, NJ. Correspondence regarding this article can be addressed directly to: dellange@tcnj.edu.

Publication Date

9-22-2016

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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