Sustainable Teaching: Three Urban Teachers Make A Case For Teacher Education 3.0

The purpose of this paper is to present evidence as to the efficacy of teacher education 3.0 aligned teacher preparation. This paper shares narratives of three urban teachers who attended a preservice program that did not emphasize practice-based teacher preparation. These programs placed a greater emphasis on providing their graduates with theoretical frameworks and context for schools in the United States. Drawing on semi-structured interviews, these data underscore both the importance of providing preservice teachers with an understanding of educational history and context, especially as it relates to sustainability and satisfaction in the profession and its limitations. (c) 2020 Elsevier Ltd. All rights reserved.