Preparation for teaching in a diverse, elementary urban classroom: The impact of an intensive pre-service program

This qualitative research study conducted at a university in a large city sought to explore how pre-service elementary education teachers enrolled in a one-year Master of Arts teacher education certification program believed the program had impacted and shaped their attitudes and pedagogy. Data was gathered through personal interviews over a twelve month period of time, the course of the accelerated program. The study identified the concerns and attitudes of eight, female elementary education pre-service teachers in an urban city and attempted to ascertain how they thought the coursework and field experiences appropriately prepared them for an urban, diverse classroom. The study gleaned data regarding what the participants found to be the most influential and effective aspects of the program in preparing them to teach in an urban community that was culturally and economically diverse.; Four major themes emerged: (1) The participants' initial perceptions of the inner city and the urban environment were shaped by where they planned to teach and an awareness of their own backgrounds and capacities. (2) The experiences the participants encountered in their courses and field assignments enabled them to better understand the challenges and complexities of teaching children of diverse socio-economic and cultural backgrounds. (3) Although the program set the stage for defining the participants' role as teachers, they remained uncertain about many aspects of the teaching and learning process. (4) Although they came to value the sense of community created by their peers and professors, they remain uncertain about employment possibilities and the university's assistance in securing a future position.