Abstract

In order to be effective educators in the 21st century, it is essential for teacher candidates to develop a deep
understanding of the culture and contextual factors surrounding their students’ lives, and the ability to apply this
understanding to classroom instruction. This action research study discusses how the implementation of teaching
learning community propensities with Teacher Work Sample methodology provides a unique perspective for
pre-service teachers to first examine the social context of urban students, and then to consider these contextual
factors with the implications for effective instructional practices.

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