Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs’ potentials to recruiting and retaining diverse urban school teachers, there was limited evidence showing UTRs’ impact on graduates’ classroom teaching and the learning of their students. We also identified varied degree of coursework-fieldwork alignment and uneven mentoring support across programs. We concluded with research implications and recommendations for teacher educators and policymakers to advance urban teacher education.
AdamsonF.Darling-HammondL. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. Education Policy Analysis Archives, 20(7), 1–46. https://doi.org/10.14507/epaa.v20n37.2012
2.
AlexanderP. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6–23. https://doi.org/10.3102/0034654319854352
3.
*Anderson-LevittK.van DraanenJ.DavisH. M. (2017). Coherence, dissonance, and personal style in learning to teach. Teaching Education, 28(4), 377–392. https://doi.org/10.1080/10476210.2017.1306505
4.
*BeckJ. S. (2016). The complexities of a third-space partnership in an urban teacher residency. Teacher Education Quarterly, 43(1), 51–70.
5.
*BeckJ. S. (2020a). A continuum of critical consciousness: Exploring one resident’s concerns. The Teacher Educators’ Journal, 13, 32–51.
6.
*BeckJ. S. (2020b). “Speak truth to power ourselves”: Teaching social justice in a teacher residency program. Teacher Education Quarterly, 47(3), 75–95.
*BoggessL. B. (2010). Tailoring new urban teachers for character and activism. American Educational Research Journal, 47(1), 65–95. https://doi.org/10.3102/0002831209358116
9.
ChouV.TozerS. (2008). What's urban got to do with it? The meanings of urban in urban teacher preparation and development. In PetermanF. P. (Ed.), Partnering to prepare urban teachers: A call to activism (pp. 1–20). Peter Lang Publishing Inc.
10.
CorbinJ.StraussA. L. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
11.
*Fisher-AriT. R.MartinA. E.BurgessA.CoxV.EjikeJ. (2018). PDS Teacher residents: Storied journeys with implications for partnerships and teacher recruitment, development, and retention. School—University Partnerships, 11(2), 62–72.
12.
FraserJ. (2007). Preparing America’s teachers: A history. Teachers College Press.
13.
GadsdenV. L.Dixon-RománE. J. (2017). “Urban” schooling and “urban” families: The role of context and place. Urban Education, 52(4), 431–459. https://doi.org/10.1177/0042085916652189
14.
*GardinerW. (2012). Coaches’ and new urban teachers’ perceptions of induction coaching: Time, trust, and accelerated learning curves. The Teacher Educator, 47(3), 195–215. https://doi.org/10.1080/08878730.2012.685797
15.
*GardinerW.LorchJ. (2015). From “outsider” to “bridge”: The changing role of university supervision in an urban teacher residency program. Action in Teacher Education, 37(2), 172–189. https://doi.org/10.1080/01626620.2015.1004601
16.
*GardinerW. (2011a). Mentoring in an urban teacher residency: Mentors’ perceptions of yearlong placements. The New Educator, 7(2), 153–171. https://doi.org/10.1080/1547688X.2011.574591
17.
*GardinerW. (2011b). New urban teachers experience induction coaching: “Moving vision toward reality”. Action in Teacher Education, 33(4), 359–373. https://doi.org/10.1080/01626620.2011.620525
18.
*GardinerW.SalmonD. (2014). Bridging the theory-practice gap in an urban teacher residency: Two interventions and a cautionary note. Journal of Urban Learning, Teaching, and Research, 10, 87–100.
19.
*GarzaR.DuchaineE. L.ReynosaR. (2013). Preparing secondary STEM teachers for high-need schools: Challenges of an urban residency program. Teacher Education & Practice, 26(4), 721–738.
20.
*GarzaR.DuchaineE. L.ReynosaR. (2014). A year in the mentor's classroom: Perceptions of secondary preservice teachers in high-need schools. International Journal of Mentoring and Coaching in Education, 3(3), 219–236. https://doi.org/10.1108/IJMCE-07-2013-0044
21.
*GarzaR.HarterR. A. (2016). Perspectives from pre-service mathematics and science teachers in an urban residency program. Education and Urban Society, 48(4), 403–420. https://doi.org/10.1177/0013124514533989
22.
*GarzaR.ReynosaR.WernerP.DuchaineE.HarterR. A. (2019). Developing a mentoring framework through the examination of mentoring paradigms in a teacher residency program. Australian Journal of Teacher Education, 44(3), 1–22. https://doi.org/10.14221/ajte.2018v44n3.1
23.
*GarzaR.ReynosaR.WernerP.DuchaineE. L.HarterR. (2018). Characterizing mentoring capital in a residency program through mentor’s voices. Mentoring & Tutoring: Partnership in Learning, 26(2), 226–244. https://doi.org/10.1080/13611267.2018.1472590
24.
*GarzaR.WernerP. (2014). Preparing mathematics and science teachers through a residency program: Perceptions and reflections. Teaching Education, 25(2), 202–216. https://doi.org/10.1080/10476210.2012.762352
*GattiL.CatalanoT. (2015). The business of learning to teach: A critical metaphor analysis of one teacher's journey. Teaching and Teacher Education, 45, 149–160. https://doi.org/10.1016/j.tate.2014.10.003
27.
*GoodwinA. L.RoegmanR.ReaganE. M. (2016). Is experience the best teacher? Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 51(10), 1198–1225. https://doi.org/10.1177/0042085915618720
28.
GrossmanP. (2008). Responding to our critics: From crisis to opportunity in research on teacher education. Journal of Teacher Education, 59(1), 10–23. https://doi.org/10.1177/0022487107310748
29.
GrossmanP.HammernessK. M.McDonaldM.RonfeldtM. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273–287. https://doi.org/10.1177/0022487108322127
HammernessK.WilliamsonP.KosnickC. (2016). Introduction to the special issue on urban teacher residencies: The trouble with “generic” teacher education. Urban Education, 51(10), 1155–1169. https://doi.org/10.1177/0042085915618723
32.
*HammernessK.CraigE. (2016). “Context-specific” teacher preparation for New York city: An exploration of the content of context in Bard College’s urban teacher residency program. Urban Education, 51(10), 1226–1258. https://doi.org/10.1177/0042085915618722
33.
*HammernessK.MatskoK. K. (2013). When context has content:A case study of new teacher induction in the university of Chicago’s urban teacher education program. Urban Education, 48(4), 557–584. https://doi.org/10.1177/0042085912456848
34.
HollinsE. R. (2012). Learning to teach in urban schools: The transition from preparation to practice. Routledge.
35.
IngersollR. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499
36.
KleinE. J.TaylorM.OnoreC.StromK.AbramsL. (2013). Finding a third space in teacher education: Creating an urban teacher residency. Teaching Education, 24(1), 27–57. https://doi.org/10.1080/10476210.2012.711305
37.
*KleinE. J.TaylorM.MonteiroK.RomneyW.ScipioM.DiazA.DunnB.PooleS. (2015). Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program. Networks: An Online Journal for Teacher Research, 17(1), 547–547. https://doi.org/10.4148/2470-6353.1034
38.
*KleinE. J.TaylorM.OnoreC.StromK.AbramsL. (2016). Exploring inquiry in the third space: Case studies of a year in an urban teacher-residency program. The New Educator, 12(3), 243–268. https://doi.org/10.1080/1547688X.2016.1187980
39.
*KolmanJ.RoegmanR.GoodwinA. L. (2017). Learner-centered mentoring: Building from student teachers’ individual needs and experiences as novice practitioners. Teacher Education Quarterly, 44(3), 93–117.
40.
*KolmanJ. S.RoegmanR.GoodwinA. L. (2016). Context as mediator: Teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27(2), 173–193. https://doi.org/10.1080/10476210.2015.1062979
41.
*KuranishiA.OylerC. (2017). I failed the edTPA. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 40(4), 299–313. https://doi.org/10.1177/0888406417730111
42.
*LeeC. C.AkinS.GoodwinA. L. (2019). Teacher candidates’ intentions to teach: Implications for recruiting and retaining teachers in urban schools. Journal of Education for Teaching, 45(5), 525–539. https://doi.org/10.1080/02607476.2019.1674562
43.
*LeonM. R. (2014). Distributed mentoring: Preparing preservice resident teachers for high needs urban high schools. Journal of Urban Learning, Teaching, and Research, 10, 101–117.
44.
*LilloS. (2018). Acknowledging potential in preservice teachers’ collaborative practices. Action in Teacher Education, 40(4), 391–407. https://doi.org/10.1080/01626620.2018.1503977
45.
*MarshallD. T.ScottM. R. (2015). Urban teacher residencies: Indicators of successful recruitment. New Waves-Educational Research and Development Journal, 18(2), 29–39.
46.
*MarshallD. T.ScottM. R.WanG. (2021). Through failure and reflection: Conceptualizations of a successful teacher residency experience. Action in Teacher Education, 43(2), 160–175. https://doi.org/10.1080/01626620.2020.1765897
47.
*MarshallD. T.VarierD.HopeS. T.AbramsL. M. (2020). The role of mentor-resident match in a teacher residency program: A comparison of three cases. Journal of Research in Education, 29(2), 88–117.
48.
*MatskoK. K.HammernessK. (2014). Unpacking the “urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65(2), 128–144. https://doi.org/10.1177/0022487113511645
49.
*MattheisA.NavaL.BeltranM.WestE. (2020). Theory-practice divides and the persistent challenges of embedding tools for social justice in a STEM urban teacher residency program. Urban Education, https://doi.org/10.1177/0042085920963623
50.
MilesM. B.HubermanA. M.SaldañaJ. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). Sage.
*NaraianS.SchlessingerS. (2017). When theory meets the “reality of reality”: Reviewing the sufficiency of the social model of disability as a foundation for teacher preparation for inclusive education. Teacher Education Quarterly, 44(1), 81–100.
54.
Orland-BarakL.WangJ. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230
55.
*PapayJ. P.WestM. R.FullertonJ. B.KaneT. J. (2012). Does an urban teacher residency increase student achievement? Early evidence from Boston. Educational Evaluation and Policy Analysis, 34(4), 413–434. https://doi.org/10.3102/0162373712454328
56.
*ReaganE. M.ChenC.RoegmanR.ZuckermanK. G. (2015). Round and round: Examining teaching residents’ participation in and reflections on education rounds. International Journal of Educational Research, 73, 65–76. https://doi.org/10.1016/j.ijer.2015.05.003
57.
*ReaganE. M.ChenC.VernikoffL. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice. Teaching and Teacher Education, 59, 213–227. https://doi.org/10.1016/j.tate.2016.05.011
58.
*ReaganE. M.RoegmanR.GoodwinA. L. (2017). Inquiry in the round? Education rounds in an teacher residency program. Action in Teacher Education, 39(3), 239–254. https://doi.org/10.1080/01626620.2017.1317299
59.
*ReynoldsH. M.WagleA. T.MaharD.YannuzziL.TramonteB.KingJ. (2016). Changes in residents’ self-efficacy beliefs in a clinically rich graduate teacher education program. Action in Teacher Education, 38(2), 137–155. https://doi.org/10.1080/01626620.2016.1155096
60.
*RicciL. A.PersianiK.WilliamsA. D. (2019a). From ‘training wheels for teaching’ to ‘cooking in your mother-in-law’s kitchen’: Highlights and challenges of co-teaching among math, science, and special education teacher candidates and mentors in an urban teacher residency program. International Journal of Whole Schooling, 15(2), 24–52.
61.
*RicciL. A.PersianiK.WilliamsA. D.RibasY. (2019b). Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: Learning inclusive practices in teacher training. International Journal of Inclusive Education, 25(4), 517–530. https://doi.org/10.1080/13603116.2018.1563643
62.
*RoegmanR.GoodwinA. L.ReedR.Scott-McLaughlinR. M. (2016a). Unpacking the data: An analysis of the use of Danielson’s (2007) framework for professional practice in a teaching residency program. Educational Assessment, Evaluation and Accountability, 28(2), 111–137. https://doi.org/10.1007/s11092-015-9228-3
63.
*RoegmanR.PrattS.GoodwinA. L.AkinS. (2017). Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency. Action in Teacher Education, 39(4), 432–452. https://doi.org/10.1080/01626620.2017.1300956
64.
*RoegmanR.ReaganE.GoodwinA. L.LeeC. C.VernikoffL. (2021). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education, 34(2), 145–167. https://doi.org/10.1080/09518398.2020.1735557
65.
*RoegmanR.ReaganE. M.GoodwinA. L.YuJ. (2016b). Support and assist: Approaches to mentoring in a yearlong teacher residency. International Journal of Mentoring and Coaching in Education, 5(1), 37–53. https://doi.org/10.1108/IJMCE-09-2015-0026
66.
*RoodC. E.AshbyC. (2017). Developing and maintaining inclusive identities: understanding student teaching through de Certeau’s framework of tactics and strategies. Action in Teacher Education, 39(3), 274–291. https://doi.org/10.1080/01626620.2017.1300957
67.
SilvaT.McKieA.KnechtelV.GleasonP.MakowskyL. (2014). Teaching residency programs: A multisite look at a new model to prepare teachers for high-need schools (NCEE 2015- 400). https://ies.ed.gov/ncee/pubs/20154002/pdf/20154002.pdf.
68.
SmitB. H. J.MeirinkJ. A.BerryA. K.AdmiraalW. F. (2020). Source, respondent, or partner? Involvement of secondary school students in participatory action research. International Journal of Educational Research, 100, 101544. https://doi.org/10.1016/j.ijer.2020.101544
69.
SolomonJ. (2009). The Boston teacher residency: District-based teacher education. Journal of Teacher Education, 60(5), 478–488. https://doi.org/10.1177/0022487109349915
70.
*StromK.MartinA. D. (2016). Pursuing lines of flight: Enacting equity-based preservice teacher learning in first-year teaching. Policy Futures in Education, 14(2), 252–273. https://doi.org/10.1177/1478210315615475
71.
*StromK. J. (2015). Teaching as assemblage: Negotiating learning and practice in the first year of teaching. Journal of Teacher Education, 66(4), 321–333. https://doi.org/10.1177/0022487115589990
72.
*StromK. J.DaileyA.MillsT. (2018). Nonlinear negotiations: Constructing practice as a first-year teacher. Teacher Education Quarterly, 45(3), 7–28.
73.
*TaylorM.KleinE. J.AbramsL. (2014). Tensions of reimagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens. Studying Teacher Education, 10(1), 3–19. https://doi.org/10.1080/17425964.2013.866549
74.
*Theisen-HomerV. (2021). Preparing teachers for relationships with students: Two visions, two approaches. Journal of Teacher Education, 72(3), 271–283. https://doi.org/10.1177/0022487120922223
75.
*VernikoffL.GoodwinA. L.HornC.AkinS. (2022). Urban residents’ place-based funds of knowledge: An untapped resource in urban teacher residencies. Urban Education, 57(1), 32–57. https://doi.org/10.1177/0042085918801887
76.
WelshR. O.SwainW. A. (2020). (Re)defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), 90–100. https://doi.org/10.3102/0013189X20902822
77.
*WilliamsonP.ApedoeX.ThomasC. (2016). Context as content in urban teacher education: Learning to teach in and for San Francisco. Urban Education, 51(10), 1170–1197. https://doi.org/10.1177/0042085915623342
78.
*WilliamsonP.HodderL. (2015). Unpacking practice with clinical instructional rounds in the San Francisco teacher residency program. International Journal of Educational Research, 73, 53–64. https://doi.org/10.1016/j.ijer.2015.07.004
79.
ZeichnerK. M.BierM. L. (2015). Opportunities and pitfalls in the turn toward clinical experience in U.S. Teacher education. In HollinsE. R. (Ed.), Rethinking field experiences in preservice teacher preparation: Meeting new challenges for accountability (pp. 20–46). Routledge.
