The Urban Professional Development School Network: Assessing the Partnership's Impact on Initial Teacher Education

Y

26

Professional Development Schools; Teacher Education Programs; Private Colleges; Grade 12; Professional Development; Researchers; Public Schools; Private Schools; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Statistical Analysis; Partnerships in Education; Student Needs; Personality Traits; Teacher Characteristics; Teaching Skills; Urban Areas; Urban Schools

10.1080/08878730.2011.582929

0887-8730

In an era of dissatisfaction with the nation's prekindergarten through grade 12 schools and criticism of teacher education programs, professional development school (PDS) partnerships have emerged as one solution. Using quantitative and qualitative data obtained during the first two years of an urban PDS network that includes a large, private university and six local public and private schools, the researchers document how the PDS relationships influenced preservice candidate preparation, with specific consideration given to changes over time. Through the data, the voices of the participants emerge to help the researchers understand how preservice candidates, through the PDS model, are equipped with the knowledge, skills, and dispositions necessary to meet the needs of P-12 students in their future classrooms. (Contains 3 tables.)

As Provided

56

2011

EJ932606