Publication Date: June 20, 2014
Series: Practitioner Inquiry Series
For first-year teachers entering the nation’s urban schools, the task of establishing a strong and successful practice is often extremely challenging. In this compelling look at first-year teachers’ practice in urban schools, editors Jabari Mahiri and Sarah Warshauer Freedman demonstrate how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. This book organizes teachers’ research into three broad areas, corresponding to issues new teachers identified as the most challenging:
The First Year of Teaching offers an array of classroom scenarios that will spark in-depth discussions in teacher preparation classes and professional development workshops, particularly in the context of problem-based, problem-posing pedagogies.
Jabari Mahiri and Sarah Warshauer Freedman are professors in the language, literacy, and culture program in the Graduate School of Education, University of California, Berkeley.
“This is a must-read for teachers, researchers, and policymakers who want to improve urban education now.”
—Ann Lieberman, Stanford University
“This volume marvelously demonstrates how teaching and learning can be improved by positioning new teachers as researchers within a systematic process for increasing their effectiveness in complex, diverse city schools. Through each seamlessly integrated chapter the authors show us how critical teacher inquiry can provide the meaningful insight and stance needed to inspire engaged pedagogical practice. The First Year of Teaching will serve as a tremendous resource for preservice teacher education, professional development programs across the career span, and university classes on urban education and teacher learning.”
—Ernest Morrell, director, Institute for Urban and Minority Education, Teachers College, Columbia University.