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Abstract

As teacher residencies have expanded over the last 20 years, so has research on these innovative programs. But there is currently limited research on how residencies approach teacher–student relationship development and no research from the perspectives of the K–12 students residents serve. This article features interviews with 118 K–8 students in classrooms with residents who were intentionally prepared by an Urban Teacher Residency (UTR) that centralizes relationship development. Findings suggest that students experience academic and social benefits because of the resident, including more one-on-one support, responsive and motivating relationships, a positive classroom environment, and improved learning experience. Implications support the argument for the residency year, responsive and relational teaching, and the need to include students as a core stakeholder teacher education research.

Keywords

elementary teacher education preservice teacher education qualitative research urban teacher education

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An Unexplored Bond: K–8 Learners’ Reflections on Their Classroom Relationships With Urban Teacher Residents

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