Do schools of education effectively train young, white, and middle-class teacher candidates to work in urban classrooms? How can schools of education prepare teachers and future teachers for classrooms that are diverse in terms of race/ethnicity, nationality, social class, language and other differences (Nieto, 2004) Classrooms that used to be homogeneous are now diverse, yet the predominant face and gender of the teacher has remained the same. Dramatic inequalities exist in the access that students around the globe have to an excellent, high quality education; inequalities that are lamentably too frequently based on race, social class, language, and other differences (Orfield, 2001). Using data from a descriptive survey, this paper will draw from the experience of eleven teacher candidates in racially diverse urban elementary schools through their first year of teaching to provide recommendations for future program improvements to strengthen existing teacher education programs internationally. Using both qualitative surveys and descriptive statistics, this research strives to answer the question of how to educate the strongest teacher candidates for urban classrooms worldwide.

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