Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs’ potentials to recruiting and retaining diverse urban school teachers, there was limited evidence showing UTRs’ impact on graduates’ classroom teaching and the learning of their students. We also identified varied degree of coursework-fieldwork alignment and uneven mentoring support across programs. We concluded with research implications and recommendations for teacher educators and policymakers to advance urban teacher education.

城市教师驻留（UTR）已被推广为一种有前途的模式，可以为城市学校的教师做好准备。在这篇综述中，我们按照 PRISMA 指南分析了 2010 年至 2020 年间发表的 56 篇关于 UTR 的同行评议的实证期刊文章。虽然这些文献表明 UTR 具有招募和留住不同城市学校教师的潜力，但有限的证据表明 UTR 对毕业生课堂教学和学生学习的影响。我们还确定了不同程度的课程作业与实地作业的一致性以及跨项目的指导支持不均衡。我们总结了对教师教育者和政策制定者推进城市教师教育的研究意义和建议。