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Article: Teacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools

TitleTeacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools
Authors
KeywordsTeacher education
social justice
recruitment
retention
teacher candidates
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp
Citation
Journal of Education for Teaching, 2019, v. 45 n. 5, p. 525-539 How to Cite?
AbstractThis study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, we analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on our analysis of candidates’ admissions essays through inductive coding, we find that candidates’ reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers’ reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programme could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay.
Persistent Identifierhttp://hdl.handle.net/10722/283744
ISSN
2019 Impact Factor: 1.483
2015 SCImago Journal Rankings: 0.731

 

DC FieldValueLanguage
dc.contributor.authorLee, CC-
dc.contributor.authorAkin, S-
dc.contributor.authorGoodwin, AL-
dc.date.accessioned2020-07-03T08:23:29Z-
dc.date.available2020-07-03T08:23:29Z-
dc.date.issued2019-
dc.identifier.citationJournal of Education for Teaching, 2019, v. 45 n. 5, p. 525-539-
dc.identifier.issn0260-7476-
dc.identifier.urihttp://hdl.handle.net/10722/283744-
dc.description.abstractThis study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, we analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on our analysis of candidates’ admissions essays through inductive coding, we find that candidates’ reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers’ reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programme could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp-
dc.relation.ispartofJournal of Education for Teaching-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectTeacher education-
dc.subjectsocial justice-
dc.subjectrecruitment-
dc.subjectretention-
dc.subjectteacher candidates-
dc.titleTeacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools-
dc.typeArticle-
dc.identifier.emailGoodwin, AL: alg25@hku.hk-
dc.identifier.authorityGoodwin, AL=rp02334-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02607476.2019.1674562-
dc.identifier.scopuseid_2-s2.0-85074613909-
dc.identifier.hkuros310761-
dc.identifier.volume45-
dc.identifier.issue5-
dc.identifier.spage525-
dc.identifier.epage539-
dc.publisher.placeUnited Kingdom-

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