In the final outcome of the research, they incorporated “rich perspectives gained from the teacher-researchers and theoretical frameworks associated with resistance, habits and learning to teach by co-teaching. The paper advocates co-teaching as an essential component of teacher education programs.” (Tobin, Seiler, and Smith, 1992, 69). Therefore, the study by Tobin, Seiler, and Smith highlights the several critical dilemmas that face teacher education programs in urban settings and others that are fairly more all-encompassing. This paper undertakes a critical review of the theoretical and methodological features of the study and main findings and conclusions in order to determine the various strengths and limitations of the study.
In a reflective exploration of “Educating Science Teachers for Socio-Cultural Diversity of Urban Schools”, it becomes lucid that the researchers undertake an important area of study with regard to socio-cultural diversity in teaching environment. Significantly, the study attempts to bring out the conflict between theory and practice for the use of student teachers who learn to teach in urban schools. Based on the field experiences in a variety of urban placements, they come up with their practical conclusions about the aspects that can best contribute to an effective teaching program in these schools. All through their study, they make the case for an approach to science teacher education, essentially based field studies and they provide some insights into the challenges of learning to teach science in urban schools as well as some suggestions for change. They also provide theoretical framework with regard to teaching as experience or practice. “One way to characterize the problems we experienced with the methods course this semester is that so much of it involved talk and words, albeit in a context of ongoing daily student teaching experiences. This is one