Abstract
This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along a continuum from “awareness” to “trying things out” to “making it their own.” With 30%, 51%, and 19% falling into each group respectively, the data are interpreted in relationship to faculty development and the challenges of scaffolding preservice teachers.
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