Resilience Development of Preservice Teachers in Urban Schools
نویسنده
چکیده
Retention of teachers in urban schools continues to plague public schools. Could universities increase the likelihood that teachers will stay in urban schools longer by preparing them for some of the adversities they may face and helping them develop resilience in relation to these challenges? Could we produce resilient educators before they embark on their career path? The purpose of this qualitative study is to gain an understanding of the lived experiences of two preservice teachers in urban student teaching placements. It extends the research of Sagor (1996) and Bernshausen and Cunningham (2001) and applies the concept of Competence, Belonging, Usefulness, Potency and Optimism (CBUPO) to an urban student teaching experience.
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