IMPACT OF A PAID URBAN FIELD EXPERIENCE ON TEACHER CANDIDATES' WILLINGNESS TO WORK IN URBAN SCHOOLS

Abstract

This article describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. Seventy-three teacher candidates each participated in an urban field experience including 90 hours of tutoring and 12 hours of training. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups. Significant differences (p < .05) were found on willingness based on ratings of previous urban field experiences, and between candidates who had and had not attended urban schools (p < .05). Implications of these findings for teacher preparation programs are discussed and suggestions for future research are shared.