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Abstract
This study investigated changes in teacher candidates' perceptions of teaching in urban schools as they completed a 4-year teacher education program. Candidates were asked to respond in writing to two questions: “What are your concerns about teaching in an urban school?” and “What are the advantages of teaching in an urban school?” Data were collected before and after a freshmen-level tutoring experience in an urban school and at the conclusion of a yearlong internship in an urban school. Participation in the urban field experiences resulted in reduced concerns about student ability, personal safety, cultural conflicts, and language barriers. Candidates also reported an increased commitment to making a positive contribution by teaching in urban schools.
