Urban-Focused Teacher Preparation in Liberal Arts Colleges and Universities - Confronting the Challenges

Oct 15, 2026

Uploaded by Stanford

The article examines teacher preparation as a targeted response to persistent challenges in urban education. It evaluates how liberal arts colleges and universities participate in effective urban-focused teacher education, summarizes practices linked to strong preparation, and analyzes data from relevant teacher education programs. Findings are organized into categories of program approaches, followed by recommendations aimed at strengthening these programs’ ability to prepare teachers for work in urban schools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Understanding Urban Education

Teacher Preparation and Urban Education Challenges

Teacher Quality and Shortages

Program Types and Institutional Engagement

Urban-Focused Programs in Liberal Arts Colleges

Study Purpose and Contributions

Practices, Data Analysis, and Recommendations

Urban-Focused Teacher Preparation in Liberal Arts Colleges and Universities: Confronting the Challenges John R . Walcott, Ph .D . Calvin University Abstract The current narrative surrounding urban education, while incomplete, often focuses on concerns related to student achievement, failing schools, and teacher quality. This article targets teacher preparation as one response to these challenges and investigates the extent to which liberal arts colleges and universities are involved in this work. The article provides a summary of practices associated with effective urban-focused teacher preparation and analyzes data from liberal arts teacher education programs. Based on this research, the author categorizes the programs’ various approaches and offers recommendations for maximizing the ability of such programs to effectively engage in this crucial work. Keywords: teacher education, urban education AILACTE Journal 1 Walcott Urban-Focused Teacher Preparation in Liberal Arts Colleges and Universities: Confronting the Challenges The current narrative surrounding urban education in the United States emphasizes failure and crisis. While this uncritical emphasis on the negative yields an incomplete and inaccurate characterization, research has highlighted the very real challenges facing many urban schools. Too many schools are characterized by low student achievement and graduation rates, a shortage of qualified teachers, and a lack of adequate funding or resources (Duncan & Murnane, 2014; Hollins, 2012; Howard, 2013; Kirp, 2013; Ladson-Billings, 2007). Furthermore, racism and discrimination in the form of school disciplinary practices, tracking, and limited opportunities are the reality (Carter, 2005; Noguera, 2008, Oakes, 2005). Moreover, a growing demographic divide between teachers and students complicates the student-teacher relationship and their efforts to succeed in reaching their goals (Jupp, 2013; Sleeter, 2001; Zeichner, 2003). While the term crisis should not be used indiscriminately to describe urban education in general, it is clear that many urban schools face significant obstacles. Efforts to reform urban education have naturally included a focus on teachers, teaching, and teacher preparation. Teacher quality has a significant impact on student learning (FeimanNemser, 2001; Howard & Milner, 2014). Furthermore, the effects of teacher shortages and unqualified teachers are experienced disproportionately by students of color, in low-achieving schools, and in high poverty areas (Rizga, 2015; Zeichner, 2003). In addition to questions related to teacher preparation, it is also imperative to consider the types of programs andinstitutions that are engaged in this work. Currently, the majority (91%) of teacher candidates are enrolled in university-based teacher preparation programs (U.S. Department of Education, 2016), and many of these are part of liberal arts colleges and universities. Within the larger context of teacher preparation, this study focuses on those programs located in liberal arts colleges and universities. It is situated atthe intersection of three current realities related to urban education in the United States: the perceived crisis in urban schools, the calls for improvement 2 AILACTE Volume XVI 2019 Urban-Focused Teacher Preparation in teacher preparation, and the fact that a significant number of urban teachers are emerging from university-based teacher preparation programs housedin liberal arts colleges and universities. Specifically, this project contributes to our understanding of whether or not, given current realities and constraints, liberal arts colleges have the resources to effectively prepare teachers for work in urban schools. This article provides a summary of the qualities and characteristics associated with effective preparation of teachers for work in urban schools, reports on the findings of a small study of urban-focused teacher preparation in liberal arts coll

FAQs

What challenges in urban education does the article emphasize?

It highlights low student achievement and graduation rates, shortages of qualified teachers, inadequate funding or resources, and realities such as racism and discrimination through discipline and tracking.

Why does the article focus on teacher preparation specifically?

Because teacher quality strongly affects student learning, and teacher shortages or unqualified teachers disproportionately impact students of color and students in low-achieving, high-poverty areas.

What does the study contribute regarding liberal arts colleges and universities?

It investigates whether, under current constraints, liberal arts colleges have resources to prepare teachers for urban schools, summarizes effective preparation qualities, and offers recommendations based on analyzed findings.

Oct 15, 2026

Uploaded by Stanford