The "four commonplaces of teaching": prospective teachers' beliefs about teaching in urban schools

Preservice students in teacher education programs in both rural and urban teacher preparation institutions described their beliefs and knowledge about the teachers, students, curriculum, and contexts of urban schools. The data from the survey reveal that urban teachers are appreciated while urban students are disparaged. Curriculum is thought of as a means of controlling rather than empowering pupils. Violence is the primary association made with urban contexts. The interpretation of these results implies major questions for teacher educators preparing prospective teachers for urban contexts. How can their a priori beliefs and attitudes be reshaped? Can prospective teachers lacking experience with urban culture leam how to teach in urban settings? In what ways can teacher educators help prospective teachers examine the particular kinds of diversity and how members of those groups leam and what they already know? © 1997 Human Sciences Press, Inc.