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100			_aFrench, Kate Rollert _955658
245			_aStudent Teaching and Urban Educator Aptness: _bThe Significance of Similar Sociocultural Scenarios/
260			_bSage, _c2020
300			_aVol.52, issue 4, 2020: ( 511-533 p.)
520			_aDrawing from the experiences and reflections of new urban educators, this study examines how teachers undergo their first year of teaching on account of their student teaching. Using Situated Learning Theory—with an emphasis on legitimate peripheral participation—this study explores how sociocultural and contextual elements of schools contribute to teacher development. Findings suggest that teachers who complete student teaching in environments that mirror their first-year school placements feel more confident and competent in their ability to teach and serve students than teachers who complete student teaching in environments that do not match their first-year school placements. Implications for urban teacher preparation and student teaching placement are discussed.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519877162
942			_2ddc _cEJR
999			_c13680 _d13680