Teacher preparation for urban contexts has been occupying much discourse on teaching and learning internationally. This exploratory qualitative study utilised individual interviews to ascertain and illuminate eight pre-service teachers' perceptions of their preparation for urban classrooms. Additionally, it sought to highlight best practices that student teachers utilised in order to offer context-responsive teaching and learning. The findings indicated that prior to attempting to be context responsive; student teachers experienced fear, had mixed views on their level of preparation, and felt that they lacked exposure to the peculiarities associated with teaching in urban schools. The data also indicated that student teachers utilised a reflective approach to implementing context-responsive pedagogy while ensuring they were being culturally responsive to students needs. The author concludes that in order for a teacher preparation curriculum to be responsive to urban settings, pre-service teacher preparation should provide exposure to urban contexts at various intervals prior to a practicum.
|Number of pages||14|
|Journal||International Studies in Educational Administration|
|Publication status||Published - Mar 2015|