Teacher Residencies as an Approach to Teacher Diversity: Promising Strategies for Recruiting and Retaining Black Educators

Autor/inn/en	Shand, Robert; Madhani, Naureen; Austin, Kimberly
Titel	Teacher Residencies as an Approach to Teacher Diversity: Promising Strategies for Recruiting and Retaining Black Educators
Quelle	In: Issues in Teacher Education, 32 (2023) 1, S.74-101 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Teacher Interns; Preservice Teacher Education; Educational Strategies; Minority Group Teachers; African American Teachers; Financial Support; Culturally Relevant Education; College School Cooperation; School Community Relationship; Teacher Persistence; Access to Education; Barriers; Graduate Students; Masters Programs; Teacher Recruitment; Diversity (Faculty) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrstrategie; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Finanzielle Förderung; Education; Access; Bildung; Zugang; Bildungszugang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Lehrerrekrutierung
Abstract	Teacher residencies offer a promising approach to enhancing the recruitment, preparation, and retention of educators by addressing barriers to entering and succeeding in the teaching profession, especially among educators of color. In this paper, we examine strategies residencies might use to overcome the obstacles faced by Black educators. We draw upon a formative evaluation of the Black Educators Initiative, an investment in specific recruitment, preparation, and retention strategies to identify promising strategies for supporting Black educators. We also discuss policy and practice implications, including the importance of financial support, the role played by culturally responsive practices in teacher preparation, and the need to partner with schools and communities to support retention efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01