Critical Issues in Urban Teacher Education

Abstract

This article identifies several long-standing and pervasive issues and problems attached to the preparation of teachers, and especially teachers for high-poverty urban schools. At the root of the present condition are all-too-common simplistic views of teaching, and hence teacher education. A second constraining factor is the lack of understanding of the fundamental relationship between the scope and nature of teacher preparation and the structure and nature of P-12 schools. The latter condition mediates needed collaboration between universities and P-12 districts. Directions universities and university presidents can pursue to redress the situations are explored.