Resilience development of pre-service teachers in urban settings

Date of Completion

January 2006


Education, Teacher Training




Retention of teachers in urban settings continues to plague schools. The purpose of this qualitative study was to gain an understanding of the lived experiences of pre-service teachers placed in urban clinic settings. This study provides information on how to develop resilient educators and encourages stakeholders to consider resiliency and protective factors when designing, redesigning, or developing a program for pre-service teachers. Sagor's (1996) resiliency attributes of Competence, Belonging, Usefulness, Potency and Optimism (CBUPO) and Bernshausen and Cunningham's (2001) analysis of CBUPO were used as an analytical framework. Ways universities might enhance the development of resiliency in pre-service teachers is discussed. This study details the uniqueness of learning to teach in an urban setting and highlights some of the variables necessary to counteract the adversity. They include the critical role of the cooperating teacher, the need to stay connected to the home university, and the emerging perception of a professional self, among others.^