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Journal of Teacher Education
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Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development

Lauren Anderson

University of California–Los Angeles

Brad Olsen

University of California–Santa Cruz

Despite their interconnectedness, teacher education, teacher development, and teacher retention are often treated as discrete domains of inquiry. This article and the research on which it reports resist such compartmentalization and instead focus on relationships between teachers' pasts, presents, and futures. In particular, this qualitative study of 15 specialized teacher education program graduates examines urban teachers' perspectives on and experiences in professional development. Specific attention is paid to the role of professional development—in conjunction with other forces, including preservice preparation and workplace conditions—in shaping teachers' attitudes about their work and their professional futures. Findings illuminate four kinds of complexity underlying teachers' early career needs that are discussed and used to generate suggestions for how universities might better support teacher education program graduates to build rewarding and effective long-term careers in education.

Key Words: early career teachers • urban education • professional development • teacher retention • teacher education

Journal of Teacher Education, Vol. 57, No. 4, 359-377 (2006)
DOI: 10.1177/0022487106291565
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[Abstract] [PDF]