Preparing Teachers for Urban Settings: Changing Teacher Education by Changing Ourselves

Authors

Colleen Willard-Holt, Penn State HarrisburgFollow

Abstract

This article describes the personal and professional changes experienced by a teacher education faculty who embarked on a joint project relating to urban education. The faculty members committed to write book chapters applying their areas of expertise to the challenge of preparing teachers for urban schools. Using qualitative methodology, this research examined the faculty members' discoveries, thoughts, doubts, and reflections at three points during the project. Results showed an evolving perspective on urban education focusing upon understanding the lived experiences of the children in order to provide meaningful education for them. This study may provide insight and encouragement for other teacher education faculties who undertake projects which "push the envelope" of their comfort levels.

Keywords

qualitative research

Publication Date

3-1-2000

Creative Commons License

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

DOI

10.46743/2160-3715/2000.2079

Recommended APA Citation

Willard-Holt, C. (2000). Preparing Teachers for Urban Settings: Changing Teacher Education by Changing Ourselves. The Qualitative Report, 4(3), 1-18. https://doi.org/10.46743/2160-3715/2000.2079