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Educational Renaissance Vol. 6  (2017)

Teacher  Candidat e Percept ions of  Urban Field 
Exper iences

Linda Gray Sm it h, PhD, Nor t hwest  Missour i St at e Universit y
email: lsmith@nwmissouri.edu

Shant el Farnan , EdD, Nor t hwest  Missour i St at e Universit y
email: sfarnan@nwmissouri.edu

Vict or ia Seeger , PhD, Nor t hwest  Missour i St at e Universit y
email: vseeger@nwmissouri.edu

Tim ot hy Jason Wall , EdD, Nor t hwest  Missour i St at e Universit y
email: timwall@nwmissouri.edu

David Kiene, EdD, Nor t hwest  Missour i St at e Universit y
email: dkiene@nwmissouri.edu

Abst ract
This paper examines the impact of diverse clinical field experiences on rural teacher candidates? 

perceptions of their ability to effectively teach urban, diverse students. The literature 

framework supporting the study builds on Nieto?s description of socially-just pedagogy and 

responsive approaches to diversity while meeting national education program standards 

despite declining resources. Researchers gauged candidates? perceptions of the impact of 

working with students from race, language and class backgrounds different from their own. 

Findings revealed four significant impacts: increasing capacity to use culturally-relevant practice, 

boosting ability to differentiate for urban learners? diverse needs, understanding the 

importance of strong relationships, and raising candidate self-efficacy and desire to teach in 

diverse schools. 

Research Article

Int roduct ion

Upon entering an urban school setting, a teacher 

derisively stated, ?Oh, you?ve brought your 

students here to look at the poor kids.?  While 

taken aback by the statement, most brief teacher 

candidate experiences in urban settings are just 

that; nothing more than a cruise through the halls 

to peer into classrooms full of faces looking very 

different than the candidates? themselves.  

Educator Preparation Programs (EPP) must shift 

candidates? mindsets from ?saving the world? 

(Nieto, 2006, p. 1) to focus on understanding and 

supporting school cultures focused on meeting 

students? needs through social justice.  Teacher 

candidates at a rural, public Midwestern University 

in the United States, 110 miles from an urban area, 

have limited experiences with learners from 

racially and economically diverse backgrounds. 

There are scant proximate opportunities to attend, 

observe, or teach in ethnically, culturally diverse 

schools with concentrated poverty. District leaders 

desire to hire new teachers who are comfortable, 

competent, and effectively prepared to teach 

students from marginalized, under-represented 

mailto:lsmith@nwmissouri.edu
mailto:sfarnan@nwmissouri.edu
mailto:vseeger@nwmissouri.edu
mailto:timwall@nwmissouri.edu
mailto:dkiene@nwmissouri.edu


SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

minority populations reflective of concentrated 

poverty and diversity. This study investigates the 

impact of diverse field experiences on the comfort 

level and awareness of bias of teacher candidates, 

and the use of culturally responsive instructional 

practices (See Appendix A).  

Collaboration between urban school districts and 

EPP is necessary to provide the opportunity for 

candidates to be prepared to thrive in urban 

classrooms. Recognizing this imperative, the 

Council for the Accreditation of Educator 

Preparation (CAEP, 2016) notes, ?Diversity must be 

a pervasive characteristic of any quality program.? 

Teacher candidates must become skilled at what 

Nieto referred to as, ?becoming a learner of their 

students? realities? (Nieto, 2006, p. 184).  Strong 

EPP support candidates? experiences in urban 

settings by encouraging the use of students? life 

experiences to tailor lessons making connections 

between the students? contexts and the content. 

This research article chronicles teacher candidate 

perceptions of attending a rurally-based 

preparation program to participate in instruction 

and observation at diverse, urban schools. The 

researchers provide analysis of the meaning of 

diverse clinical experiences using mixed methods 

to determine the impact of diverse experiences on 

candidate perceptions. 

In reviewing the hiring location data at a small 

Midwestern EPP, the majority of graduates were 

hired in rural or suburban locations. The absence 

of rich, well-designed, authentic clinical practices in 

urban schools was evident to the researchers, who 

sought to investigate the impact of the location of 

clinical practices and their relationship to the 

location of job placement for preparation program 

graduates at the institution studied. In order to 

diversify the skill set of teacher candidates, and to 

transform candidates' perceptions about where 

candidates thought they could or would eventually 

teach, the EPP made a concerted effort to solicit an 

urban school partner.  Co-developed extraordinary 

clinical practices and student teaching placements 

were viewed by the EPP as a win-win; the district 

would experience quality instruction and the 

university would expand the minds and comfort 

zones of candidates by engaging them in 

thoughtfully-crafted, truly diverse clinical 

experiences. The result was a 

collaboratively-developed series of experiences 

providing rurally-based teacher candidates with 

teaching experiences in urban schools. 

The effectiveness of the clinical experiences on 

teacher candidate perceptions of working with 

culturally-diverse learners needed to be 

investigated to determine efficacy of the transition 

from being a student teacher to becoming a 

full-time classroom teacher. These results were 

also needed to inform and transform university 

instruction within the EPP. The data are used to 

influence leadership decisions to fund 

transportation to diverse sites during an era of 

significant decline in state appropriations and 

decreased revenue. After a review of literature 

examining standards, accountability, cultural 

values, racial diversity impact on teaching and 

learning, positive school cultures, biases of teacher 

candidates, and impact of EPP, the researchers? 

methodology and methods are presented.  Results 

are presented related to teacher candidates? 

perceptions followed by a discussion of how the 

EPP is impacted by the study.

St andards and Account abil i t y in Educat or  

Preparat ion Program s

The public education system and its leaders are 

highly scrutinized (Senge, Cambron-McCabe, 

Lucas, Smith, Dutton, & Kleiner, 2012). Since the 

publication of A Nation at Risk (National 

Commission on Excellence in Education, 1983), 

parents and policymakers have been inundated 

with reports suggesting that U.S. schools are failing 

(Senge et al., 2012). Legislative changes have 

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

continued to increase educator standards and 

accountability to meet the needs of all students 

(O?Shea & O?Shea, 1997). EPP must meet increasing 

standards while also meeting the needs of K-12 

schools and diverse student populations. Quality 

clinical practice affords candidates the chance to 

teach learners in great need.

Federal laws including Every Student Succeeds Act 

(ESSA, 2015) and Individuals with Disabilit ies 

Education Act (IDEA, 1990) define accountability as 

how well schools meet students? diverse needs. 

Educational reforms have increased in recent 

years (Goldstein, Warde, & Rody, 2013). Reform 

focuses on closing economic and other gaps while 

meeting needs of all children (Darling-Hammond & 

Snyder, 2015; Vannest, Temple-Harvey, & Mason, 

2009). Yet students from racially marginalized, 

under-represented minority groups lag behind 

(Skrla, Scheurich, Garcia, & Nolly, 2014).

As EPP become more aware of the needs of K-12 

students, candidates must be prepared to meet 

those needs. State and federal standards require 

EPP to provide candidates with authentic 

experiences which create a positive impact on 

learning for students. Clinical experiences are 

essential in the local context. Missouri Standards 

for the Preparation of Educators (State 

Department of Elementary and Secondary 

Education, 2013), and specifically Standard 3, 

require that ?field and clinical experiences, offered 

in collaboration with PK-12 schools, support the 

development of educators? (p. 4). To meet 

standards while preparing candidates effectively, 

candidates must have scaffolded opportunities to 

practice (Izmirli & Yurdakul, 2014) in early, middle, 

and late-program experiences. Those experiences 

must be in diverse K-12 settings while placing 

social justice front and center (Nieto, 2000). A 

strong sense of social justice can contribute to 

teacher candidates implementing culturally 

relevant pedagogy.

Cult urally Responsive Teaching Pract ices

Nieto, Rivera, Quinones, and Irizarry (2012) discuss 

three essential steps to improve schools by 

implementing a responsive approach to racial and 

ethnic diversity. EPP demonstrate cultural values 

by 1) building candidates' understanding of how 

racial diversity impacts teaching and learning, 2) 

using culturally relevant and responsive 

pedagogies, and 3) building positive school culture 

emphasizing capacity-building beliefs that all 

students can learn (Nieto et al., 2012).  

Acknowledgement of an existing widespread 

problem-of-practice in training culturally 

responsive teachers resulted in an educational 

renaissance centered around purposeful 

collaboration among faculty. 

Ayers (2004) describes teachers who look past 

?deficits? within students, and, instead, view their 

?assets and capacities, strengths and abilit ies? in 

order to ?stand with, not above, our students? (p. 

35).  Ayers (2004) calls this process being students 

of our students. Teacher candidates will best learn 

about students of different races, ethnicities, and 

cultures by ?learning about the social, cultural, and 

political circumstances of real students in real 

schools? (Nieto & Bode, 2012, p. 30).  When 

candidates have experiences in ?real? schools, they 

can make decisions about changing what is being 

done in classrooms and influencing the 

educational system at large (Emdin, 2016). They 

learn tough lessons about schools and students 

including how schools must focus on learning that 

occurs within classroom walls because there is less 

opportunity to impact students? lives outside of 

school (Emdin, 2016; Nieto & Bode, 2012), and how 

?race and ethnicity have a strong link to poverty? 

(Nieto & Bode, 2012, p. 29).  These lessons are 

critical because, while the numbers of students 

from diverse racial, linguistic, and socio-economic 

status continue to rise, changing the faces of 

American classrooms, U.S. teachers are 

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

predominantly white (Nieto & Bode, 2012) and 

middle class. 

Nieto and Bode (2012) define social justice as a 

philosophical belief along with personal actions 

centered around how individuals are treated with 

?fairness, respect, dignity, and generosity? (p. 12). 

Cruise-by experiences are not clinical; they do not 

change candidate mindsets. EPP must build upon 

the cultural experiences and language talents 

described by Nieto and Bode (2012) while 

emphasizing choices teachers make. Collaborative 

field experiences between universities and K-12 

schools within urban settings provide important 

lessons. 

Culturally responsive teaching (CRT) is essential for 

the success of students in diverse schools and 

candidates must be prepared to teach using CRT 

(Gay, 2002; Hawley & Nieto, 2010). Field work and 

reflective practice are vital to facilitating 

conversations which change candidates' 

perspectives on teaching in diverse schools.  CRT 

uses the community in which the students live as 

the basis for learning. CRT requires impactful 

relationships with students and families (Boykin & 

Noguera, 2011; Nieto, 2003). Students in learning 

environments where their own community is 

understood and valued as a learning opportunity 

are more engaged in learning (Burns, Keyes, & 

Kusimo, 2005; Nieto 2012). Instruction is not based 

on a deficit model but builds on existing 

relationships and validates extant knowledge.

Biases of  Teacher  Candidat es 

Teacher candidates with very litt le experience with 

diverse students need support to effectively 

recognize their own biases. Johnson (2006) 

described the ?the luxury of obliviousness (p. 22)?, 

like blind spots which create mindbugs (Banaji & 

Greenwald, 2013). EPP must help candidates 

identify mindbugs so they do not creep into how 

students and families are perceived which can 

impair effective communication occurring (Nieto, 

2006). Teacher candidates learning their own 

biases and questioning beliefs they hold is 

important in teaching students of color (Hawley & 

Nieto, 2010).   Lower expectations and bias, 

particularly toward poor and minority students, 

can lead to expanding achievement gaps 

(Noguera, Pierce, & Ahramrd, 2016).

Sociopolit ical Cont ext  of  Educat ion

 Leaders at a rural University prepare candidates 

for increasingly diverse classrooms (Gay, 2000; 

Kritzer & Ziebarth-Bovill, 2012; Yeo, 1999), but 

struggle to find resources to support travel to 

diverse schools, though important to candidate 

development to reach all learners. While the 

literature suggests that teachers impact students 

in classrooms (Nieto, 2006), race and/or ethnicity 

may also impact how some students respond to 

learning opportunities. Teacher success in urban 

schools was not related to licensure examination 

score or GPA according to Buddin and Zamorro 

(2009). Experience teaching in urban schools was 

the most significant determinant of success.

Met hodology and Met hods

Par t icipant s 

Research participants in this study were teacher 

candidates enrolled in a beginning 

practicum-observation seminar, a methods class 

for special education, and an elementary/middle 

school literacy methods course during the spring 

2017 academic term. Candidates comprised a 

purposeful sample, many of whom were preparing 

for student teaching the subsequent semester. 

Prior to the field experiences, 64 candidates 

participated in the pre-survey.  Following the field 

experiences at diverse schools,  35 candidates 

participated in the post-surveys. Of the 

participants, 83% were female and 96% percent 

were White, three students were African-American, 

and one was Pacific Islander/Asian; representative 

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

of the racial and gender demographic of the EPP. 

Over half the candidates came into the study with 

two or more experiences in diverse settings, 

almost 30% had one experience, and 12% had no 

prior diverse school experiences.   

Candidates participated in two course-dependent 

experiences at either elementary or high school 

level settings. Field experiences were designed to 

introduce candidates to environments with 

different racial, linguistic, and class makeup from 

their schools of origin or prior field experiences. 

Clinical experiences were designed to provide a 

more diverse experience from candidates? 

previous field experiences. Coursework provided 

pedagogy, theory, and structured interaction with 

diverse students.  Clinical experiences were 

organized to effectively teach students from 

diverse racial or ethnic backgrounds, many with 

limited English skills, and high poverty status. 

Through methods and practicum coursework, 

candidates had access to appropriate planning 

techniques, contextual supports, and engagement 

in support of culturally-responsive teaching 

practices. 

Research Design and Met hodology 

This was mixed-methods inquiry (Creswell & Plano 

Clark, 2011). Both qualitative and quantitative 

methods were used to analyze data from pre- and 

post- surveys of teacher candidate perceptions. 

Data triangulation occurred using document 

analysis, focus groups and survey data until 

saturation occurred (Fusch & Ness, 2015). Data 

were analyzed through candidate reflections 

post-experience, and from focus groups 

conducted three to six weeks after.  All survey 

questions were identical.  Additional questions 

were asked during focus group sessions with the 

participants: 

- Discuss what kinds of changes occurred for 

you as a result of the experience.

- What would assist you in being better 

prepared for lesson planning for diverse 

groups of students?

- How can we better prepare teacher 

candidates for working with students who 

have limited English language skills?

- Diversity includes culture, religion, gender, 

socio-economic status, and others.  What 

would assist you in being prepared for 

working with students in all areas of 

diversity?

Participants indicated they had been changed as a 

result of the collaboration experiences in diverse 

school settings.  In addition, the teacher 

candidates responded on reflection sheets to the 

following prompts: ?What did you learn about 

teaching and learning in a diverse school setting 

today?? and ?What did you learn about your 

response to students from diverse populations?? 

The researchers used Chi Square to detect 

significant differences in expected outcomes 

compared to actually-observed results. Surveys 

used a four-point Likert scale. Responses were 

organized and transformed in Excel based on 

?agreement? or ?disagreement?.  Responses of 

strongly agree/agree coded as ?1?.  Responses of 

disagree/strongly disagree coded as ?0?.  

Researchers identified that the most important 

outcome would be if a teacher candidate changed 

item response from disagreement to agreement 

(or vice versa) after the clinical experience. 

Surveys 

The pre- and post- surveys gauged how field 

experiences impacted candidates' perceptions of 

teaching diverse students in diverse schools 

(Appendix B). The researchers attempted to 

identify changes in pre- and post- perceptions 

from candidates after observations and 

interactions with diverse learners. The survey 

consisted of 16 items. Items were developed by 

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

synthesizing tacit knowledge from one researcher 

who previously served as a district administrator 

with several similar surveys from the literature and 

articles on candidates' perceptions (Causey, 

Thomas, & Armento, 1999; Hairston, 2011; 

Marxen, & Rudney, 1999; Northwest Missouri State 

University, 2007).

Table 1

Data Sources 

Narrative responses from pre- and post- surveys 

were analyzed using axial coding. Open-ended 

questions were coded for themes and sub-themes. 

Reflection sheets completed after field 

experiences were analyzed thematically. Focus 

groups convened four times to probe candidates' 

perceptions.  Additionally, six novice teachers 

hired by the district responded to an email survey 

to discover the impact of clinical experiences on 

decisions to accept offered teaching positions in 

the district.

Researchers worked independently while open 

coding. Researchers notated important phrases 

and discovered emergent themes. Included terms 

served as foundational data to develop cover 

terms in data categories (Spradley, 1980).  Each 

researcher?s themes/notations were compared for 

consistency and ranked by prominence. 

Result s

Researchers discovered three significant candidate 

perception changes when analyzing pre- and post- 

results. The results indicated significant 

differences in candidates' agreement in 

self-perception changes in efficacy and beliefs 

about diversity. Specifically, data analysis revealed 

candidates were: 1) more likely to use curricular 

materials and instructional practices fostering 

diversity, 2) more aware of (K-12) students? 

experiences and cultural backgrounds, and 3) 

noted diverse schools were ?very different? than 

those they attended. 

CHI SQUARE ANALYSIS 

Table 2

Chi Square showing a significant difference from 

expected outcome.

 Note. *  indicates statistically significant at the 0.05 level.

From a practical perspective, this experience 

mattered. It expanded candidates' experience in 

diverse settings and changed their perceptions of 

students, schools, and their own efficacy to 

effectively instruct and reach students from 

diverse backgrounds. Findings indicate candidates 

were more likely to use student experiences and 

backgrounds when planning for instruction after 

having a diverse clinical experience. This indicated 

   Data Source                                        Description

Pre-Experience 
Survey 

The pre-experience survey consisted of 16 
questions using a scale for responses. The 
survey included three open-ended questions 
requiring narrative responses.  

Post-Experience 
Survey  

The post-experience survey asked identical 
questions as the pre-experience survey. 

Post Experience 
Reflections  

Post-experience reflections required narrative 
responses by the candidates.  

E-mail survey     An email survey was used with six first and 
second year teachers working in the district 
where the field experiences occurred. 

Post Experience 
Focus Groups  

Four focus groups were conducted over the 
course of a week on different days/times. 

 Response Pearson 
Chi-square    

Degrees of 
freedom    

P-value    

Pre- and Post *  Schools in a 
diverse setting are very 
different than the one I 
attended. 

4.466 1 .035*  

Pre- and Post *  I am aware of 
the students? experiences 
and cultural backgrounds at 
the school where the field 
experience will occur. 

4.457    1 .035*  

Pre- and Post *  I can use 
curricular materials and 
instructional practices that 
foster diversity. 

4.743a  1 .029*     

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

candidates understood the need to know the 

students and build classroom community. 

Candidates revealed diverse schools are indeed 

different than schools attended by candidates 

when they were PK-12 students. Despite 

differences, and perhaps because of them, 

candidates believed they could effectively plan for 

and reach diverse learners? needs. In this finding, 

there is overlap with qualitative results. 

Specifically, forming strong, positive cross-cultural 

relationships are essential for success in teaching 

diverse learners.  The quantitative results indicate 

after a diverse clinical experience, candidates were 

more likely to differentiate instruction to benefit 

diverse learners. 

Three themes extracted from qualitative data in 

teacher candidates? reflections and post-survey 

responses included:  1) relationships built between 

teachers and students impact teaching and 

learning; 2) differentiation is vital in diverse 

settings, and, 3) diversity, when acknowledged, 

enriches school culture.  In addition, the 

reflections provided insight into ways the EPP can 

improve candidates' experiences to be prepared 

for reaching diverse learners.

Table 3

Teacher Candidates? Perceptions by Theme 

What  about  relat ionship-building is im por t ant ?

I learned, more than anything, relationships 

matter.

A routinely-surfacing theme from candidates' 

responses to open-ended questions was that 

developing relationships with students was 

paramount. Candidates recognized teachers in 

diverse settings strived to know their students, 

families, and communities.  Students wanted to 

attend school and often it became a safe place.  

School met educational needs while serving as a 

haven where students were fed and discussed 

their lives with teachers and counselors.  

Candidates recognized that relationships required 

truly knowing the PK-12 students: ?...(being) 

informed on their lives and experiences so they 

[school setting and teachers] are able to provide 

the necessary assistance.?

Candidates acknowledged that respect must be 

earned, and it is difficult for students to learn 

when respect for teachers is missing. Candidates 

demonstrated understanding that respect includes 

sensitivity to students? out-of-school experiences. 

When candidates acknowledge such experiences, 

they become keys to learning how to interact with 

students, helping to build respect in the 

classroom.  ?It?s? all about the relationships you 

build with your students.  The students won?t learn 

if they don?t respect who they are learning from.?

An important part of the teacher?s job was building 

relationships: ?...it is the teacher?s responsibility to 

create the relationships? in order to help students 

learn.  Candidates indicated that teachers must 

adapt to students? needs, preferences, and 

interests to build a community.  This idea was 

reflected in statements including, ?There are 

always changes going on for the good of the 

students,? which demonstrates candidates' 

recognition of the work the teachers and 

administrators do to provide students 

          Theme                                          Subtheme

Relationships Need to respect all students and where they 
come from    
Building relationships assists teachers in 
meeting all learner needs    
Specifically, addressing learning styles 
Relationships (or lack of them) impact other 
classroom factors

Differentiation Scaffolding    
Accommodating and modifying    
Using a variety of strategies    
Adapting    
Making instructional changes     

Diversity Backgrounds  
Cultural differences  

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

opportunities.  ?These kids just want to be loved 

and cared for and that?s what this school is doing 

for them.?  Candidates acknowledged that 

students came from challenging economic 

situations; moreover, candidates learned 

economics are less important than human rights 

as a candidate noted: some [students] ?? may not 

be heard at home,? and noted many students have 

challenges that could impact learning.

Building relationships was a critical factor 

occurring within the walls of school. 

Relationship-building impacts engagement, 

management, learning expectations, participation, 

and student motivation.  Effective practices 

targeting classroom management, for example, 

were perceived as compromised if a teacher was 

unable to build a successful relationship.  

Candidates recognized risk-taking behaviors (like 

participation) are unlikely when teachers don?t 

know students; effective teachers ?...make 

students feel comfortable enough to make 

mistakes and take risks? in order to learn.  A 

candidate noted, ?Students thrive on 

relationships;? while another observed fewer 

?disciplinary issues when they feel loved, 

respected, and important.?

Finally, candidates recognized relationships take 

time to build and lamented the diverse clinical 

experiences, although impactful, were too brief.  

Upon reflection, one candidate considered student 

learning needs unmet since the candidate was 

unable to relate ?to them like we should.?  Another 

candidate summarized: ?I need to learn more 

about diverse populations in order to better 

connect with these students.? 

What  did you learn about  t eaching and 

learning in a diverse school set t ing t oday?

I learned that students learn things differently, so 

you need to differentiate the instruction to meet 

all the students? needs.

Candidate responses produced differentiation as a 

theme.  Although various terminology was utilized 

to describe differentiation for students, this theme 

saturated responses.  One candidate reflected, ?I 

learned that the way you approach one student is 

going to be different from the other. I also learned 

that you have no idea of the student?s ability until 

you ask and seek answers.?  This finding influences 

EPP leaders to support additional, deeper clinical 

experiences.

Statements about meeting students? needs were 

broad, ranging from, ?I learned that you have to be 

ready to fix your lesson plan on the spot, in order 

to accommodate to your students that you have? 

to more generalized statements about needing 

additional pedagogy to meet students? needs.  

Candidates' responses addressed changes 

including lesson accommodation, modification, or 

adaptation to reach all learners.  Candidates 

described individualized instruction: ?You need to 

meet their needs; it is your responsibility? and ?You 

will need to change instruction.?  A recurring 

comment was, ?It?s about meeting students? 

needs.? 

Open-ended responses to post-survey results shed 

light on candidates' reflections.  Many addressed 

diversity broadly, promoting differentiation as 

needed: ?I learned that not all students are the 

same and they all learn in different ways,? and ?I 

learned that every student will react differently.? 

Recognition of diverse learner needs surfaced: ?I 

learned that there are more diverse learners, so 

you have to make sure you are meeting the needs 

of each student.?  The theme of differentiation was 

revealed often, and in surveys, focus groups, and 

reflections.  

How do t eacher  candidat e biases af fect  

st udent  learning?

Today I learned that although I may have 

personal biases, it is easy to set these aside in the 

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

classroom and help these students learn.

It can be challenging to identify our personal 

biases and then even more challenging to set 

them aside.  Unconscious biases creep into our 

everyday interactions.  This candidate recognizes 

the biases they have but perhaps has not yet fully 

developed an understanding of the complexities of 

the biases.  Field experiences provide discovery of 

candidates' internal biases which can impair 

relationships. Despite good intentions, 

mindbugs/implicit biases affect work with diverse 

students (Banaji & Greenwald, 2013).  Candidates 

demonstrated reflection on their biases: ?I want to 

help all students regardless of race or religion 

grow and learn new things, and I hope to serve as 

a role model to them.?  A candidate wrote about 

checking bias at the door: ?I won?t say I didn?t have 

any misconceptions or stereotypes, but it was 

easier to question.  When I saw a girl who was 

pregnant, I made assumptions, but I was able to 

watch myself.?  The candidates had good 

intentions to serve the needs of the students; 

however, asset-based view of the community and 

its students may not be fully developed. 

How does diversit y benef it  st udent s, 

classroom s, and schools?

I now want to work with students from diverse 

populations.

Candidates indicated increasing desire to promote 

diversity, as it enriches school culture. A candidate 

noted, ?Diverse background can affect a child?s 

learning, but with the right teachers, structure, 

procedures, etc. it [sic] doesn?t make a difference.? 

Another stated, ?it?s up to us to reach all students.  

I have learned that listening to diverse students, I 

can learn from them.  Great things are possible...?  

A candidate provided synthesis: ?Teaching in a 

diverse school setting is one of the most 

challenging things you may ever do in your life, but 

it is also the most rewarding.?

Diverse clinical experiences were designed to 

provide candidates with rich experiences.  Many 

originate from rural areas with limited diversity, 

and for those the urban clinical learning provided 

a transformational experience. Some candidates 

were originally apprehensive about diverse 

experiences: ?I was nervous but realized there was 

nothing to be nervous about.  They are just like us, 

just in a different school setting?.  

Another candidate echoed:

I had no experiences teaching in an urban 

setting, so I was a litt le apprehensive.  What I 

realized though, is that kids are kids no matter 

where they live or their background.  They 

need love, a listening ear, and education.

A rural candidate recognized, ?... it is exciting to see 

students that are different (than I am) but still have 

that same passion for learning?. This 

transformational experience holds implications for 

EPP leaders and faculty.          

Discussion

How did t he st udy inform  EPP program m ing 

and funding issues relat ed t o st andards and 

accredit at ion? 

 I needed a better plan for how diverse (on 

different learning levels) my group was.

 EPP strive to meet or exceed the ever-expanding 

demands of the teaching profession to reach all 

(Ayers, 2004).  For the university research site in 

this study, data gleaned during the study provided 

impetus for change: 1) ongoing curricular redesign, 

2) expanded resources in support of urban clinical 

experiences, 3) opportunities to hear candidates' 

voices on diverse settings (Ayers, 2004).  A 

curriculum redesign underway for three years 

included an advisory council with current 

candidates and recent EPP graduates.  Council 

voices echoed those of candidates studied.  A 

candidate stated, ?I don?t have background 

18



SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

knowledge needed to teach in diverse 

backgrounds.?  The program needed more (early 

and ongoing) experiences in diverse, urban 

settings and this knowledge heavily influenced the 

content of redesigned courses.  Because of this 

study, the EPP will implement more frequent, brief 

experiences and ongoing embedded field 

experiences. Candidates will begin these 

experiences as freshmen, and the experiences will 

exceed EPP accreditation requirements (CAEP, 

2016).

For leaders of a rurally-located, traditional EPP, 

this study suggests that resources to support 

clinical experiences are impactfully, wisely spent. 

Data from this study support expansion of diverse 

experiences because they expand candidates' 

thinking while improving self-efficacy to reach all 

learners.  

What is the impact on university partnerships?

One candidate commented:

I fell in love with [school] and that completely 

lead [sic] to my decision to teach not only in 

this kind of setting and community, but more 

specifically this school.  I have always felt like 

my hands and heart were needed most where 

students have to show grit to succeed. 

The study focused on one unique urban 

partnership.  True partnerships leave both parties 

on solid footing. Trust exists, and from that there is 

possibility to develop more complex, extended 

experiences within district, including an extended 

summer school practicum. The district now 

expressly seeks university candidates for teaching 

roles, often a year before graduating.

In this study, emailed follow-up interviews were 

conducted with recent graduates now teaching in 

the district. Their responses demonstrated a 

powerful impact of diverse clinical experiences for 

rural candidates in urban schools. This experience 

is excellent to prepare candidates for student 

teaching and helps determine where candidates 

could/should student teach.  Without exception, 

when novice teachers were asked what EPP 

experiences contributed to deciding to teach 

in-district, each wrote that the urban field 

experiences were the deciding factor: ?These 

settings aren't for everyone, but it just made me 

realize how much I wanted to help students in 

high-poverty areas and how much I loved working 

with students from all different backgrounds.?  

As a result of the rich partnership developed, other 

districts in highly-diverse areas now seek out 

partnerships with the rurally-located university; a 

significant transformation in EPP culture.  

Discussions are underway to replicate the diverse 

clinical experiences for freshmen and 

sophomores. Our curriculum redesign requires 

partnership expansions and augmented 

placements in diverse settings, with rigorous 

opportunities for candidates to teach and observe.

How are diversit y and collaborat ion addressed 

in t he fut ure?

Everyone is different and it?s all about being 

prepared and flexible.

 Candidate responses about developing strong 

relationships inform our work.  We must increase 

candidates' knowledge (and efficacy) to work with 

diverse students and improve our collective impact 

on relationship-building, even in brief experiences. 

EPP faculty are engaged in reflective, sometimes 

challenging, discussions about early experiences 

and the need for deeper, more meaningful 

engagement with diverse students and partners. 

We must ensure faculty prepare candidates to 

teach anywhere. We must support diversity, 

equity, and inclusion and build experiences to 

deepen it for candidates, and ourselves. All EPP 

faculty agree that the diverse clinical experiences 

reflected in this study are critical to preparing 

candidates well-versed in understanding nuances 

19



SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

of diversity and how to effectively collaborate to 

meet student needs in diverse schools. 

Conclusions

Combining the qualitative and quantitative results 

of this study, diverse clinical experiences change 

candidates? beliefs, mirroring findings from Nieto 

(2006), and Blankstein & Noguera (2016). Diverse 

experiences for candidates positively impacted 

instructional practices, differentiation, and 

self-efficacy.  This study suggests that a 

rurally-based EPP can collaboratively improve 

teacher candidate preparation to reach diverse 

learners, promoting a socially-just challenge to 

candidates' preconceptions about their ability to 

differentiate instruction, collaborate, and reach 

learners. Through a partnership with an 

urban-located district with significant ethnic, racial, 

and economic diversity, a rural EPP developed a 

reflective practice to support candidates' ability to 

reach marginalized, underrepresented students 

while shifting mindsets (through evidence and 

practice) to know they make a difference for all 

learners. 

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SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

Appendix A

Research Question

Is there a difference in teacher candidates? 

perceptions of comfort level, awareness of their 

own biases, and the use of culturally responsive 

instructional practices following field experience(s) 

in a building of racial diversity and high levels of 

poverty?

Appendix B

Pre-Experience Survey 

1. What is your gender?

2. How would you describe your racial 

heritage? 

3. What is your ethnicity? 

4. Please indicate how many field experiences 

that you have had that could be considered 

racially diverse and high poverty. 

Please rate your agreement with the following 

statements (Strongly Agree, Agree, Disagree, 

Strongly Disagree)

- I have experience in a racially diverse K-12 

school setting.

- I am comfortable teaching students in a 

racially diverse setting.

- I feel comfortable teaching students who 

have no English-speaking skills.

- I consider the diversity of the students 

when wording questions and responses.

- I can use curricular materials and 

instructional practices that foster diversity.

- I can use curricular materials and 

instructional practices that make each 

student feel valued.

- Students in the classroom are good sources 

for information on which to base lessons.

- I can plan lessons to capitalize on students? 

cultures and experiences.

- I am aware of the students? experiences 

and cultural backgrounds at the school 

where the field experience will occur.

- I am aware of my own bias regarding 

differences in culture.

- I expect students in a racially diverse 

environment to be disruptive during 

instruction.

- I expect to feel unsafe when teaching in a 

racially diverse setting.

- The community in which the field 

23



SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

experience occurred will look very different 

than the community from which I 

graduated.

- Students in a diverse setting are different 

than students in settings with less diversity.

- Schools in a diverse setting are very 

different than the one I attended.

- I believe it?s important for each student to 

have a fresh start each day.

- I would like to teach in a building with 

racially diverse students.

Post-Experience Survey

1. What is your gender?

2. How would you describe your racial 

heritage? 

3. What is your ethnicity? 

4. Please indicate how many field experiences 

that you have had that could be considered 

racially diverse and high poverty. 

Please rate your agreement with the following 

statements (Strongly Agree, Agree, Disagree, 

Strongly Disagree)

- I have experience in a racially diverse K-12 

school setting.

- I am comfortable teaching students in a 

racially diverse setting.

- I feel comfortable teaching students who 

have no English-speaking skills.

- I consider the diversity of the students 

when wording questions and responses.

- I can use curricular materials and 

instructional practices that foster diversity.

- I can use curricular materials and 

instructional practices that make each 

student feel valued.

- Students in the classroom are good sources 

for information on which to base lessons.

- I can plan lessons to capitalize on students? 

cultures and experiences.

- I am aware of the students? experiences 

and cultural backgrounds at the school 

where the field experience will occur.

- I am aware of my own bias regarding 

differences in culture.

- I expect students in a racially diverse 

environment to be disruptive during 

instruction.

- I expect to feel unsafe when teaching in a 

racially diverse setting.

- The community in which the field 

experience occurred will look very different 

than the community from which I 

24



SMITH, FARNAN, SEEGER, WALL & KIENE |  TEACHER CANDIDATES PERCEPTIONS OF URBAN FIELD EXPERIENCES

graduated.

- Students in a diverse setting are different 

than students in settings with less diversity.

- Schools in a diverse setting are very 

different than the one I attended.

- I believe it?s important for each student to 

have a fresh start each day.

- I would like to teach in a building with 

racially diverse students.

  

25


