Despite their interconnectedness, teacher education, teacher development, and teacher retention are often treated as discrete domains of inquiry. This article and the research on which it reports resist such compartmentalization and instead focus on relationships between teachers' pasts, presents, and futures. In particular, this qualitative study of 15 specialized teacher education program graduates examines urban teachers' perspectives on and experiences in professional development. Specific attention is paid to the role of professional development—in conjunction with other forces, including preservice preparation and workplace conditions—in shaping teachers' attitudes about their work and their professional futures. Findings illuminate four kinds of complexity underlying teachers' early career needs that are discussed and used to generate suggestions for how universities might better support teacher education program graduates to build rewarding and effective long-term careers in education.
Ayers, W. (2004). Teaching toward freedom: Moral commitment and ethical action in the classroom. Boston: Beacon.
2.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
3.
Banks, J. (1994). An introduction to multicultural education. Boston: Allyn & Bacon.
4.
Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56-60.
5.
Cochran-Smith, M. (1997). Knowledge, skills and experiences for teaching culturally diverse learners: A perspective for practicing teachers. In J. Irvine (Ed.), Critical knowledge for diverse teachers and learners(pp. 27-88). Washington, DC: American Association of Colleges for Teacher Education.
6.
Cochran-Smith, M. (2000). The future of teacher education: Framing the questions that matter. Teaching Education, 11(1), 13-23.
7.
Cochran-Smith, M. (2003). Teaching quality matters. Journal of Teacher Education, 54(2), 95-99.
8.
Cochran-Smith, M., & Lytle, S. (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press.
9.
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 251-307.
10.
Cochran-Smith, M., & Lytle, S. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development in practice (pp. 45-60). New York: Teachers College Press.
11.
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education.
12.
Darder, A. (1998). Teaching as an act of love. In J. Fredrickson (Ed.), Reclaiming our voices: Emancipatory narratives and critical literacy, praxis & pedagogy (pp. 25-42). Ontario: California Association for Bilingual Education.
13.
Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand, and standards: How we can ensure a competent, caring and qualified teacher for every child. New York: National Commission on Teaching & America's Future.
14.
Darling-Hammond, L. (2002). Access to quality teaching: An analysis of inequality in California's public schools. Los Angeles: University of California–Los Angeles, Institute for Democracy, Equity and Access.
15.
Darling-Hammond, L., Wise, A., & Klein, S. (1995). A license to teach: Building a profession for twenty-first century schools. Boulder, CO: Westview.
16.
Education Commission of the States. (2000). In pursuit of quality teaching: Five key strategies for policymakers. Denver, CO: Author.
17.
Educational Testing Service. (2002). A national priority: Americans speak on teacher quality. Princeton, NJ: Author.
18.
Elmore, R., Peterson, P., & McCarthy, S. (1996). Restructuring in the classroom: Teaching, learning, and school organization. San Francisco: Jossey-Bass.
19.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
20.
Fosnot, C. (Ed.). (1996). Constructivism. New York: Teachers College Press.
21.
Freedman, S., Simons, E., Kalnin, J., Casareno, A., & the M-Class teams. (1999). Inside city schools: Investigating literacy in multicultural classrooms. New York: Teachers College Press.
22.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
23.
Freire, P. (1995).Pedagogy of hope: Reliving pedagogy of the oppressed. New York: Continuum.
24.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
25.
Fuller, F. F., & Brown, O. H. (1975). Becoming a teacher. In K. Ryan. (Ed.), Teacher education (pp. 25-52). Chicago: University of Chicago.
26.
Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
27.
Glickman, C., & Alridge, D. (2001). Going public: The imperative of public education in the 21st century. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 5-17). New York: Teachers College Press.
28.
Goode, J., Quartz, K. H., Barraza-Lyons, K., & Thomas, A. (2004). Supporting urban educational leaders: An analysis of the multiple roles of social justice educators. Teacher Education and Practice, 17(4).
29.
Greene, M. (2001). Educational purposes and teacher development. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 3-11). New York: Teachers College Press.
30.
Grossman, P., & Thompson, C. (2004). District policy and beginning teachers: A lens on teacher learning. Educational Evaluation and Policy Analysis, 26(4), 281-301.
31.
Grossman, P., Wineberg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
32.
Henke, R., Chen, X., & Geis, S. (2000). Progress through the teacher pipeline: 1992-1993 college graduates and elementary/ secondary school teaching as of 1997 (NCES 2000152). Washington, DC: National Center for Education Statistics.
33.
Himley, M., & Carini, P. (2000). From another angle: Children's strengths and school standards—The Prospect Center's descriptive review of the child. New York: Teachers College Press.
34.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
35.
hooks, b. (2003). Teaching community: A pedagogy of hope. New York: Routledge.
36.
Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.
37.
Huberman, M. (1995). Professional careers and professional development: Some intersections. In T. R. Gusky & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 193-219). New York: Teachers College Press.
38.
Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. Bulletin, 86(631), 16-31.
39.
Ingersoll, R. (2003, September). Is there really a teacher shortage?Seattle, WA: Center for the Study of Teaching and Policy.
40.
Katz, L. G. (1972). Developmental stages of preschool teachers. Elementary School Journal, 73, 50-54.
41.
Kazemi, E., & Franke, M. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203-235.
42.
Kohl, H. (2000). The discipline of hope: Learning from a lifetime of teaching. New York: New Press.
43.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
44.
Lave, J., & Wenger, E. (1991). Situated learning. Cambridge, UK: Cambridge University Press.
45.
Lieberman, A., & Miller, L. (2001). Teachers caught in the action: Professional development that matters. New York: Teachers College Press.
46.
Little, J. W. (1989). District policy choices and teachers' professional development opportunities. Educational Evaluation and Policy Analysis, 11, 165-179.
47.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509-536.
48.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
49.
Little, J. W., & McLaughlin, M. (1993). Teachers' work: Individuals, colleagues and contexts. New York: Teachers College Press.
50.
Masyn, K. E., & Quartz, K. H. (2004). Rethinking our priorities: A multiple group latent class cluster analysis approach for identifying priority schools. Los Angeles: University of California–Los Angeles, Institute for Democracy, Equity and Access.
51.
McLaren, P. (1997). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Addison Wesley Longman.
52.
McLaughlin, M. (1993). What matters most in teachers' workplace context? In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts(pp. 79-103) New York: Teachers College Press.
53.
McLaughlin, M., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
54.
McLaughlin, M., & Zarrow, J. (2001). Teachers engaged in evidence-based reform: Trajectories of teachers' inquiry, analysis and action. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 79-101). New York: Teachers College Press.
55.
Meier, D. (1995). The power of their ideas: Lessons from a small school in Harlem. Boston: Beacon.
56.
Miller, L. (2001). School-university partnership as a venue for professional development. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 102-117). New York: Teachers College Press.
57.
Miner, B. (2006). Transforming teacher education. Rethinking Schools, 20(2). Retrieved May 2, 2006, from http://www.rethinkingschools.org/archive/20_02/tran202.shtml
58.
Moir, E. (2003, July). Launching the next generation of teachers through quality induction. Paper presented at the National Commission on Teaching and America’s Future Annual Commissioners and Partner States’ Symposium, Denver, CO. Available from http://www.nctaf.org/home.php
59.
Moll, L. (1988). Some key issues in teaching Latino students. Language Arts, 64(5), 465-472.
60.
Moll, L. (1994). Mediating knowledge between homes and classrooms. In D. Keller-Cohen (Ed.), Literacy: Interdisciplinary conversations (pp. 385-410). Cresskill, NJ: Hampton.
61.
Moore Johnson, S., & Birkeland, S. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.
62.
Moore Johnson, S., & The Project on the Next Generation of Teachers. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass.
63.
Murphy, J. (2005). Connecting teacher leadership and school improvement. Thousand Oaks, CA: Corwin Press.
64.
National Board for Professional Teaching Standards. (2004). Moving education forward through National Board Certification. Retrieved from http://www.nctaf.org/home.php
65.
National Commission on Teaching for America’s Future. (2003). No dream denied: A pledge to America’s children. Retrieved from http://www.nctaf.org/home.php
66.
Nieto, S. (1999). The light in their eyes. New York: Teachers College Press.
67.
Nieto, S. (2003). What keeps teachers going?New York: Teachers College Press.
68.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
69.
Oakes, J. (1996). Making the rhetoric real. Multicultural Education, 4(2), 4-10.
70.
Oakes, J., & Lipton, M. (2003). Teaching to change the world. New York: McGraw-Hill.
71.
Olsen, B., & Anderson, L. (in press). Courses of action: An investigation of urban educator career development and retention. Urban Education.
72.
Olsen, B., Lane, S., Metcalfe, E., Priselac, J., Suzuki, G., & Williams, R. J. (2005). Center X: Where research and practice intersect for urban school professionals: A portrait of the Teacher Education Program at the University of California, Los Angeles. In P. Jenlink (Ed.), Portraits of teacher preparation: Learning to teach in a changing America(pp. 33-51). Lanham, MD: Rowman & Littlefield.
73.
Quartz, K. H., Olsen, B., & Duncan-Andrade, J. (in press). The fragility of urban teaching: A longitudinal study of career development and activism. In F. Peterman (Ed.), Resiliency, resistance, and persistence in transcending traditional boundaries: Communities partnering to prepare urban teachers. Washington, DC: AACTE Press.
74.
Quartz, K. H., & The TEP Research Group. (2003). “Too angry to leave”: Supporting new teachers' commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
75.
Quartz, K. H., Thomas, A., Anderson, L., Masyn, K., Barraza-Lyons, K., & Olsen, B. (in press). Careers in motion: A longitudinal retention study of patterns among early career urban educators.
76.
Rust, F. O. (1994). The first year: It’s not what they expected. Teaching and Teacher Education, 10(2), 205-217.
77.
Sleeter, C. (1993). How White teachers construct race. In C. McCarthy & W. Crichlow (Eds.), Race, identity and representation in education (pp. 157-171). New York: Routledge.
78.
Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover?American Educational Research Journal, 41(3), 681-714.
79.
Smylie, M. A. (1995). New perspectives on teacher leadership. The Elementary School Journal, 96(1), 3-7.
80.
Sykes, G. (1999). Introduction: Teaching as learning profession. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. xv-xxi). San Francisco: Jossey-Bass.
81.
Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. New York: Cambridge University Press.
82.
Urbanski, A., & O’Connell, C. (2003). Transforming the profession of teaching: It starts at the beginning. Retrieved June 30, 2004, from http://www.nctaf.org/article/?c=3&sc=13&ssc=0&a=39
83.
U.S. Department of Education National Center for Education Statistics. (2003). Common core of data (CCD), state nonfiscal survey of public elementary/secondary education, 2001-2002. Washington, DC: Author.
84.
U.S. Department of Education National Center for Education Statistics. (2004). Digest of education statistics. Retrieved January 19, 2006, from http://www.nces.ed.gov/programs/digest/d04/tables/dt04_067.asp
85.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
86.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
87.
Weiner, L. (1999). Urban teaching: The essentials. New York: Teachers College Press.
88.
Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.
89.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (pp. 173-209). Washington, DC: American Educational Research Association.
90.
Zeichner, K., & Tabachnick, B. (1981). Are the effects of university teacher education “washed out” by school experience?Journal of Teacher Education, 32(3), 7-11.
