Abstract
To examine successes and failures of teacher preparation programs, we conducted focus group interviews of program graduates who teach in schools in a large urban district that serve children of low socioeconomic status with diverse racial, ethnic, and linguistic backgrounds. This generated video and audiotape data to be analyzed. The findings reveal practicing teachers' perceptions of their elementary teacher education experience and how it impacts their current practice. For example, fieldwork contextualized in a real classroom setting significantly influences what teachers carry from preservice programs into their classrooms. In addition, program graduates suggested bolstering classroom management and parent communication components of teacher education programs. Additionally, of those contributing to preservice teacher education programs, the master teacher had greater influence on student teachers' future classroom behaviors than did university supervisors. Finally, program graduates lacked clarity regarding the influence of theory on practice, even what to consider as theory or practice.
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