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Beyond Urban or Rural: Field-Based Experiences for Teaching Residencies in Diverse Contexts
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Author(s): Laura Vernikoff (Teachers College, Columbia University, USA), Tom Schram (University of New Hampshire, USA), Emilie Mitescu Reagan (University of New Hampshire, USA), Colleen Horn (Teachers College, Columbia University, USA), A. Lin Goodwin (University of Hong Kong, Hong Kong)and Leslie J. Couse (University of New Hampshire, USA)
Copyright: 2019
Pages: 24
Source title:
Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch011
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Abstract
In this chapter, the authors describe two residency programs, an established urban teacher residency program, and a newly developed rural teacher residency program, and explain how the programs have expanded notions of field experiences to prepare teachers for specific schools, districts, and communities. The authors explore commonalities and connections across the programs, particularly in how each program conceptualizes the role of place in teacher education. In addition, this chapter considers differences in how each program enacts their theories of place in order to prepare teachers to learn from, with, and about the particular places they will teach within.
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