Exploring Urban Commitment of Graduates from an Urban-Focused Teacher Education Program

Abstract

Teacher turnover is a significant problem for many urban schools. Teachers who are committed to urban schools may be more likely to remain in urban schools and may provide a higher quality education for the students they teach. This article explores the changing urban commitment reported by four cohorts of teacher candidates enrolled in a graduate-level teacher education program focused on preparing teachers for work in urban schools. Using survey data collected at several points during the 11 month teacher education program, we explore how individual candidates' commitment changed, how these changes varied across candidates' demographic and personal characteristics, and what factors predict candidates' urban commitment upon graduation from the program. We reflect on the implications of these findings for teacher preparation programs seeking to prepare future urban educators who begin and remain committed to work in urban schools.