There is ongoing debate in the current teacher preparation landscape about what type of training best prepares teachers for the classroom. As the larger field seeks to improve issues of recruitment and retention, many teacher preparation programs are trying to figure out the best ways to support new teachers, particularly those teaching in urban areas where both academic results and teacher attrition rates have struggled. Fewer scholars have examined how to support graduate students of color studying to become teachers most effectively. In addition to building human capital through teacher training programs, social capital could influence the experience of new teachers. Positive, trusting relationships with a faculty advisor could influence the experience and success of graduate students.
This qualitative methods study, at an alternative certification program in New York City, seeks to understand better the graduate student / new teacher experience in an advisement model designed to support teachers pursuing their master’s degree in education while teaching in a classroom full time. More specifically, through surveys and interviews of recent program alumni, this study seeks to understand better the experience of graduate students of color in their relationships with their academic advisors, and how relational trust is built.
|Advisor:||Yoon, Susan A.|
|Commitee:||Stevenson, Howard C., Waff, Diane R.|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/05(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, School counseling, Teacher education, Higher education|
|Keywords:||Advisement, Graduate students of color, Racial trust, Social capital, Teacher preparation, Teachers of color|
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