The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature
Document Type
Article
Publication Date
2024
Keywords
urban teacher residency, teacher education, urban education, pre-service teachers, urban education, equity, social justice
Abstract
Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs’ potentials to recruiting and retaining diverse urban school teachers, there was limited evidence showing UTRs’ impact on graduates’ classroom teaching and the learning of their students. We also identified varied degree of coursework-fieldwork alignment and uneven mentoring support across programs. We concluded with research implications and recommendations for teacher educators and policymakers to advance urban teacher education.
Digital Object Identifier (DOI)
https://doi.org/10.1177/00420859221102976
Citation / Publisher Attribution
Urban Education, v. 59, issue 8, p. 2489-2518
Scholar Commons Citation
Chu, Yiting and Wang, Weijia, "The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature" (2024). Language, Literacy, Ed.D., Exceptional Education, and Physical Education Faculty Publications. 17.
https://digitalcommons.usf.edu/lleepe_facpub/17
Was this content written or created while at USF?
No
