Preparing and supporting beginning teachers for the challenges of teaching in urban primary schools

Teacher educators, researchers, and policy makers wonder how to prepare teachers for teaching in urban environments. The literature on urban teaching mainly focuses on teaching children from low socioeconomic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low SES backgrounds. This chapter provides an overview of the challenges that (beginning) teachers face in urban schools with different student populations. Then, the chapter discusses how beginning teachers can be adequately prepared and supported for these challenges. It is argued that beginning teachers at urban primary schools experience various “urban-related” problems, but that the nature of these problems is related to the specific student populations of their schools. Furthermore, adequate preparation and support through which teachers learn how to manage the issues associated with urban teaching can transform these issues from problems into challenges, which energize and motivate teachers. Therefore, it is important that initial teacher education and teacher support programs address the various problems that teachers may be confronted with when they start teaching at urban schools. The insights from this chapter can be used to articulate policies at the school and national level needed to develop adequate preparation and support for beginning urban teachers

The contribution of two funds of identity interventions to well-being related student outcomes in primary education

Drawing on students' ‘funds of identity’ is supposed to contribute to more equitable educational outcomes, both in terms of achievement and well-being-related outcomes. However, it is not obvious how teachers can uncover and use students' funds of identity (FoI) and little is known about the actual effects of an approach based on funds of identity theory. This study investigates the (perceived) effects on students' engagement, motivation for learning, school well-being, social initiative and self-efficacy of two different interventions in which four primary school teachers tried to uncover and use their students' FoI (N = 31). A mixed methods design was used. Observations were conducted before, during and after the FoI-interventions, teachers filled in questionnaires and semi-structured interviews were conducted with teachers and students. In order to track how the intervention was enacted, logbooks of teachers were collected. The quantitative results showed significant improvement of students' engagement and social initiative during the FoI-interventions, which was confirmed by the observations. In the interviews and logbooks teachers and students reported positive effects of the interventions on students' engagement, motivation for learning, school well-being and self-efficacy. The interventions from this study can serve as examples for other schools

Differentiating instruction:Understanding the key elements for successful teacher preparation and development

Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active learning, collaboration and reflection and were often longitudinal, comprehensive and addressed attitudes, knowledge and skills. Contextual (school) factors acted as facilitators and impediments to program efficacy. Balancing school ambitions with realistic expectations is a concern. Educational and policy implications are further discussed.</p