Urban Legend in Teacher Education

Overview & Synopsis

Many European American pre-service special education teachers participate in activities and coursework to prepare them to engage with diverse students in urban settings. This qualitative study explores the experience of two teacher candidates taking part in one such program. Specifically, the interactions and perceptions of the participants' first urban teaching experience are examined. Interviews and observations were conducted to reflect on the way participants interpret and implement their special education and multicultural education preparation as a means to better understand how to prepare teacher candidates for border crossing (Giroux, 1992) and urban teaching experiences. The need for addressing preconceived notions and expectations about urban education within teacher preparation is discussed.