Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development

Wendy Cavendish, Ignacio Barrenechea, Ayanna F. Young, Edgar Díaz, Mary Avalos

Research output: Contribution to journalArticle

Abstract

This study examines urban high school teachers’ perceptions (N = 50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categories: enactment of positive teacher dispositions; external challenges affecting student learning; strengths in the classroom environment and; effective instructional practices to support high needs students. We discuss the use of the findings of teachers’ perceptions as integrated in a teacher responsive professional development model built on culturally responsive student-centered teaching and focused on teacher involvement that includes collaborative decision-making, collective construction of effective practice, and a growth driven approach.

Original languageEnglish (US)
JournalUrban Review
DOIs
StateAccepted/In press - Jan 1 2020

Keywords

  • Teacher perspectives
  • Teacher stengths
  • Teacher support needs

ASJC Scopus subject areas

  • Urban Studies

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