Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Matthew Kruger-Ross, PhD

Committee Member

Pauline Schmidt, PhD

Committee Member

Kathleen Riley, PhD

Abstract

This convergent mixed methods study focused on K-8 teachers’ experiences transitioning into urban education classrooms in Philadelphia, PA and Camden, NJ. The aim was to better understand teachers’ reflections of their experiences and the impact made by their teacher preparation programs. Connecting with Kramer’s Reality Shock Theory (1974) and Hochschild’s Emotional Labor Theory (1983), I examined how teacher preparation programs are disconnected from the reality of urban classroom experiences. This included an analysis on teachers’ expectations versus their reality and how they are managing their emotions during these transitions. In the quantitative phase, teachers (n=48) reflected on their preparation program, the access to culturally relevant pedagogy (CRP) or trauma-informed practices (TIPs) coursework, and their levels of support. Ten interview participants expanded on their survey responses to provide feedback for improvement in their teacher preparation program, as well as context on specific examples of when they experienced feelings of shock or being overwhelmed during their transition. The interviews were transcribed, member checked, and coded for themes relating to support, lack of representation within coursework or field experience, and their reflections on CRP or TIPs. Their experiences affirm the need for reflection and improvement within teacher preparation programs.

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