Purpose: To detail the revised Essential #1. Design/methodology/approach: This is a description and case study of Essential #1. Findings: This article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to…

Teacher educators broadly agree upon the need to prepare teachers who, as lifelong learners, are poised to meet the perpetually changing demands of teaching. One widely cited approach to addressing this need is to promote the development of an inquiry stance among teacher candidates by engaging them in the cyclical process of practitioner…

The purpose of this paper is to share how schools and universities can partner intentionally through Professional Development Schools to enhance democracy by answering the questions: (1) What is it about Professional Development Schools, as robust school-university partnerships, that give voice to teachers to enhance democracy, particularly in a…

As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors of clinical field experiences are a staple in the…

Educator preparation Programs nationwide seek evidence to meet accreditation standards for the impact of program completers on P-12 student learning and teaching effectiveness. The University of Evansville's School of Education conducted a systematic case study to identify any areas for improvement within the teacher preparation program. The…

This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing…

How do teacher candidates develop their knowledge in second language literacy to support their students in a Professional Development School (PDS)? This article reports preliminary findings of a qualitative study that investigates the learning process of single-subject credential candidates in a pilot urban PDS site where they co-taught and…

It is well known that technology holds an important place in the classroom, and that students must be prepared for working and functioning in a society abundant with swift and constant advances in technology (Mitchem, Wells & Wells, 2003). Thus, in order to ready the learners, teachers themselves must be equipped with the necessary tools and…

Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional…

In this single case study of a school and university collaborative project, positioning theory was used to deconstruct the metaphors expressed in descriptions of roles of 23 participants. Present in the metaphors were discrepancies in understandings of collaboration that revealed ways that collaboration was inhibited as participants positioned…

Preparing teachers in clinically rich contexts requires teacher educators who are skilled and knowledgeable about university coursework as well as the complexities of classrooms. Retired teachers or principals have often assumed the role of field supervisor, bringing to their work extensive practitioner knowledge but often lacking theoretical…

This study is a qualitative case study of the first year experience of a novice supervisor in a Professional Development School (PDS) context. It describes the experiences of a classroom teacher who assumed the role of Professional Development Associate (university supervisor) as seen from four perspectives, mentors, interns, self and researcher.…

Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the…

In the mid-1980s and early 1990s, the Holmes group (1990) laid out a blueprint for leadership in PDS schools, positing that effective principals could foster leadership roles for all participants. Since then other scholars have explored the challenges of establishing strong principal-PDS relationships. This qualitative case study reveals how one…

This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in "research-informed clinical practice". Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the…