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Field Experiences in High-Need, Urban Settings: Analysis of Current Practice and Insights for Change

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Abstract

High-need urban districts face many challenges in their efforts to overcome the large gaps in achievement demonstrated by their students. This study focuses on a strategy to overcome these challenges by better preparing future teachers for service in urban schools through quality field experiences at these sites. Teacher educators and urban school teachers who host teacher candidates during field experiences completed a questionnaire regarding their views about placements in high-need urban districts. A thematic analysis of their responses summarizes their beliefs about the most and least beneficial forms of field experiences, the most prevalent challenges in establishing quality field experiences, and the most successful strategies that facilitate the development of quality field experiences. The discussion compares the views of teacher educators with practicing teachers and recommends strategies to enhance field experiences in high-need, urban schools.

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Authors and Affiliations

  1. Department of Teacher Education, Niagara University, B-14 O'Shea Hall, NY, 14109-2042

    Chandra J. Foote

  2. SUNY at Buffalo, Department of Counseling, School, and Educational Psychology, 409 Baldy Hall, Buffalo, NY, 14260-1000

    Catherine P. Cook-Cottone

Authors
  1. Chandra J. Foote
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  2. Catherine P. Cook-Cottone
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Foote, C.J., Cook-Cottone, C.P. Field Experiences in High-Need, Urban Settings: Analysis of Current Practice and Insights for Change. The Urban Review 36, 189–210 (2004). https://doi.org/10.1007/s11256-004-0685-0

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  • DOI: https://doi.org/10.1007/s11256-004-0685-0

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