Department of Teaching, Learning and Teacher Education
Date of this Version
2016
Citation
Published in Urban Education (2016), pp 1–29
DOI: 10.1177/0042085916641171
Abstract
In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., Doug Lemov’s Teach Like a Champion) not only differentially influenced teachers’ learning and development but also differentially impacted the development of trust with students.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2016 Lauren Gatti. Published by SAGE Publications. Used by Permission.