The shortage of highly qualified teachers who choose to teach in urban schools on a long-term basis is a chronic problem. Preparing teachers who will flourish in city schools requires attention to cultural discourses on several levels. Candidates who learn to think critically are able to recognize and interrogate the stereotypes they bring. Once hired, urban teachers need to be supported by professional development built on intellectual work and continued development of a critical perspective. Strategies from a university program that has been successful in preparing and staying connected to successful urban teachers are described.
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