Abstract
AbstractThis study examined a comprehensive approach to teacher education for middle level teachers emphasizing the knowledge, skills and attitudes teachers need to work with young adolescents in multicultural, multilingual urban middle schools. We focus on the multiple practices engaged in by the university, the college of education, and the team of teachers in the middle level program; we describe how the preparation of urban middle level teachers has become our common responsibility. The naturalistic inquiry method was used to examine documents, interviews, and observations from course work and field experiences. Inductive data analysis provided early indicators about middle level teaching candidates' preparation for work in urban settings. These indicators suggest that candidates (a) come with a significant degree of cultural/linguistic sensitivity, (b) become more passionate during their experience in the program, (c)felt prepared to meet the needs of this emerging group of students, (d) have a depth...
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