Abstract
The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently “unpacked” features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts. Drawing from program descriptions, syllabi, and interviews, we describe the “context-specific” approach of the University of Chicago Urban Teacher Education Program that prepares teachers for Chicago Public Schools and ways that it helps candidates make meaning of that setting. We present a framework to show how the program defines and then teaches as content essential knowledge about a district and its children—including community and neighborhood histories, district curricula, and policies—that must inform teaching and learning. We include examples of context-specific teacher preparation that illustrate how candidates learn about particularities of Chicago Public Schools and apply this knowledge to develop context-specific understandings and practices.
