Teacher preparation through an expeditionary learning model: Alumni experiences and perceptions

Urban P-12 schools are plagued with high teacher attrition. This basic qualitative study examined teacher preparation experiences. The purpose of this study was to determine what led alumni of a Midwestern college teacher preparation program to remain in urban schools beyond the first five years. Ten alumni were interviewed to discuss experiences before, during, and after attending the teacher preparation program. Documents were analyzed to determine critical program components. Findings from the study revealed prior urban experiences, professional support systems, critical coursework, field experiences, and professional development are vital to urban teacher retention.