Teacher training in contemporary urban settings.

Autor/in	Bowden, Emily G.
Titel	Teacher training in contemporary urban settings.
Quelle	Berlin: Freie Universität Berlin (2012), VIII, 261 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Berlin, Freie Universität Berlin, Diss., 2011.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:188-fudissthesis000000035083-7
Schlagwörter	Erziehung; Lehrerausbildung; Stadt; Dissertation
Abstract	The contemporary urban center is a mix of cultures, values, lifestyles and beliefs. As the dynamics of cities alter in reflection of demographic changes, social institutions coincidently transform. Schools, religious institutions, community centers and neighborhoods all portray the transitory nature and demographic flux of contemporary urban spaces. The classroom environment in urban settings reflects the new composition of multicultural societies. Urban classrooms encompass new challenges, provide a new dynamic, and have transformed the educational experience for both teachers and learners. The diversity amongst the student population in respect to ethnicity, religion, culture, socio-economic status, language, and other features relating to identity have transformed the homogeneous classroom of the past into an eclectic collection of diversity. This redefinition of the contemporary urban classroom requires the transformation of educational philosophies, curriculum, resources, assessment, and teacher training to fit the needs of current student populations. The process of teacher training in contemporary urban settings is the focus of this dissertation. Through examining its fundamental ideology, it explores how urban education provides an alternative to conventional methodology frequently utilized in schools of education to prepare pre-service teachers for the contemporary profession of teaching. It investigates how urban education provides an alternative framework for the training of prospective educators that aims to address social inequalities, systematic discrimination and bias that continues to be perpetuated through mainstream education systems and addresses the profession of teaching through a contemporary lens centered in equity. New urban teachers are leaving the university and entering a very challenging and incredibly complex workplace, and often feel inefficacious despite the fact that they have successfully completed the training program designed for their chosen profession. Over the past few decades, the relevance of the construct of efficacy and its relation to teaching has been continually investigated. Drawing from many different scholars leading this research, particularly Albert Bandura, the second section of the dissertation examines: firstly, what is efficacy; and secondly, why is the construct of efficacy important to examine in relation to the field of teacher training. These chapters found the basis for the investigation into the research done with candidates from the Freie Universität (FU) Berlin and Ontario Institute for Studies in Education (OISE) at the University of Toronto exploring pre-service teachers´ perception of professional efficacy upon completion of mandatory course requirements towards working in an urban classroom and their journey beyond the university. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2013/1