Abstract
Much empirical work has contributed to the understanding, defining, and re-framing teacher educator programs. Nevertheless, persistent areas of concern regarding teacher preparation models include clinical and field experiences. This article argues that student interns are prepared to teach subject matter, yet they require intentional, scaled support to apply best practices in urban school settings with Black children. The study explores the perceptions of pre-service instructional interns regarding their experiences in a large metropolitan school district. Utilizing a case study narrative inquiry research design, the researchers collected qualitative interview data. Further recommendations are put forward to encourage preparing pre-service interns to become engaged professionals for urban schools.
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