| 000 | 01418nab a2200253 4500 | ||
|---|---|---|---|
| 999 |
_c11048 _d11048 |
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| 003 | OSt | ||
| 005 | 20201216152441.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201216b ||||| |||| 00| 0 eng d | ||
| 100 |
_aGatti, Lauren _934553 |
||
| 245 | _aLearning to Teach in an Urban Teacher Residency | ||
| 260 |
_bSage, _c2019. |
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| 300 | _aVol 54, Issue 9, 2019 (1233-1261 p.) | ||
| 520 | _aIn this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., Doug Lemov’s Teach Like a Champion) not only differentially influenced teachers’ learning and development but also differentially impacted the development of trust with students. | ||
| 650 |
_ateacher candidates, _934554 |
||
| 650 |
_a urban education, _934555 |
||
| 650 |
_acultural responsiveness, _932062 |
||
| 650 |
_a learning to teach, _932180 |
||
| 650 |
_aurban teacher residencies, _934556 |
||
| 650 |
_aactivity theory _933201 |
||
| 773 | 0 |
_010959 _915474 _dSage, 2019. _tUrban education |
|
| 856 | _uhttps://doi.org/10.1177/0042085916641171 | ||
| 942 |
_2ddc _cART |
||