Rooted in Resilience: Teacher Preparation for the Realities of Urban Education

Abstract

Urban schools are vibrant, culturally rich environments that offer meaningful opportunities for educators to build strong relationships and enact culturally sustaining pedagogies. This mixed methods study explores how teachers draw upon their preparation program experiences to develop self-efficacy as they transition into Title I and urban education settings in Philadelphia, PA, and Camden, NJ. Using a convergent mixed methods design, the study analyzes surveys (n = 67) and in-depth interviews (n = 9) to identify the aspects of teacher preparation, such as coursework, clinical experiences, mentorship, and training in culturally relevant pedagogy and trauma-informed practices, that teachers perceive as most supportive of their early professional growth. Findings highlight the preparation experiences that bolstered teachers’ confidence and sense of agency, including authentic community engagement, strong mentoring relationships, and reflective practice structures that honoured their developing identities as urban educators. Teachers described how these assets helped them navigate the complexities of trauma, systemic inequities, and diverse student needs with greater assurance. By centring educators’ affirmative reflections rather than deficits, this study illuminates the program features and relational supports teachers identify as most empowering. The results offer implications for designing preparation programs that intentionally cultivate self-efficacy, cultural responsiveness, and resilience among teachers entering urban school contexts.