Teacher Education in Urban School-Based,Multiagency Collaboratives

Abstract

This article suggests that students in teacher education programs can benefit from the experience of working with an urban school-based multiagency collaborative if presented early in the learning process. This is particularly important because constructing new learnings about issues of race and poverty may affect students' ability to successfully teach in an urban school. Second, it presents a case study of one site where students within the teacher education major began an initial introduction to the diversity of urban schools through a service learning project connected to an educational psychology class. Finally, this article cautions that although using sites that are full-service schools for professional development is becoming increasingly popular teacher educators would be considered naive if they failed to point out the politics of multiagency school collaboratives in urban settings.