Teacher Candidate Perceptions of Urban Field Experiences

Abstract

This paper examines the impact of diverse clinical field experiences on rural teacher candidates’ perceptions of their ability to effectively teach urban, diverse students. The literature framework supporting the study builds on Nieto’s description of socially-just pedagogy and responsive approach to diversity while meeting national education program standards despite declining resources. Researchers gauged candidates’ perceptions of the impact of working with students from race, language and class backgrounds different from their own. Findings revealed four significant impacts: increasing capacity to use culturally-relevant practice, boosting ability to differentiate for urban learners’ diverse needs, understanding the importance of strong relationships, and raising candidate self-efficacy and desire to teach in diverse schools.

Redesigned Partnerships as a Result of Redesigned Educational Preparation Program

“…Field experiences in urban areas can change the perceptions of teacher candidates who participate in them. Involvement in field experiences produced significant changes in how teacher candidates viewed their ability to make a difference and in their beliefs about diversity (Smith, Farnan, Seeger, Wall,& Kiene, 2017) . After a clinical experience in an urban setting, developed by the rurally based EPP and district leaders to promote exchange of ideas and encourage appreciation and promotion of diversity, the findings were apparent:…”

“…The university placed first-year education majors in school districts in the first 7 weeks of their program and provided opportunities to observe and work with PK?12 students in well-coordinated, carefully-constructed, scaffolded experiences designed by the PK?12 teacher-partner and university faculty liaison. Not only did the teacher candidates participate in field experiences within the 35-mile radius in a rural setting, but they also took part in an additional set of clinical-practice opportunities during their 3rd and 4th years to work in an urban school district, with strong results (Linda Smith, Farnan, Seeger, Wall, & Kiene, 2017). This urban clinical experience featured the chance to work with students from marginalized, underrepresented populations of individuals from diverse ethnicities, students living in systemic or concentrated poverty, and many English-language learners.…”