Abstract
Beliefs about teaching students from cultures and contexts different from their own strongly influence what prospective teachers are willing and able to learn about urban teaching. The objectives of the study were to (1) describe and analyze the beliefs our prospective teachers had about becoming professional teachers in an urban context; (2) analyze how the field experiences in an introductory education course supported or inhibited prospective teachers' examination of those beliefs; and (3) provide implications for designing meaningful field experiences. The results provided insight into three dilemmas that should be considered when designing field experiences.
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