School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning

Researchers have long recognized the importance of what teachers need to know, be able to do, and how their beliefs influence their professional decision making and practices. We also know that context matters in clinical practice. The purpose of this study is to explore the nuance between practice, belief, and context. We examine whether change in preservice teacher (PT) beliefs about teaching diverse populations occurred while in a school-based teacher preparation program. The teacher preparation program under study is a one-year post-baccalaureate alternative certification program targeting school-based teacher training through school-university partnerships. Interview notes and transcriptions of PTs’ thoughts on urban teaching and learning were qualitatively analyzed and compared using a matched-case design. We found that the purposeful theoretical and pedagogical framework used in the teacher preparation program (in this case, culturally responsive teaching [CRT]) provides PTs with a tool to direct their teaching during school-based practices and a lens to learn with while engaging in school-based practices. Learning with and through CRT filters supports PTs’ increased awareness in sociopolitical factors forging feelings of hope and agency. The study builds on research supporting the use of clinical practices and the importance of nurturing effective teacher dispositions for urban teaching and learning