The challenges of beginning teachers in urban primary schools

Abstract

This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic 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 study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers.

Keywords:

• Beginning teachers
• teacher education
• professional development
• urban teaching
• teacher retention

Notes

1. In the Netherlands, national funding is provided to all schools based on the number of pupils enrolled, but schools get more money for children from a lower SES than for children from a higher SES (Roeleveld et al. 2011).