The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization…

In the last decade, the Shanghai Municipal Education Commission has piloted beginning teachers training system to guarantee the teaching profession from the start. This paper explores concepts and features of beginning teachers training (BTT) system, and challenges and strategies related to the design and implementation of beginning teachers…

Launched in 1993, The Teachers College at Emporia State University began its first Professional Development School (PDS) partnership and, since then, The Teachers College has continued to provide high-impact learning opportunities for teacher candidates--including several unique four-week student teaching placements described in this article.…

This paper explores one implementation of an extended, structured, collaborative professional experience program. Its context is a new partnership between a university and a professional experience school. The program draws on elements of Instructional Rounds and Lesson Study, framed around a learning community model of professional experience for…

Background: Most field coursework in teacher education (TE) programmes do not incorporate extended "in situ" interaction with individual children in a classroom. Furthermore, child development theory (from coursework) is not taught in tandem with students' extended periods of practicum placement in schools. Aim: This study sought to…

During their studies, education students are required to engage practice-based experience in a collaborative model: Professional Development School (PDS), where there are many options for building professional and personal development processes. Through this experience, students formulate professional identity and perceptions about teaching. This…

"Rethinking School-University Partnerships: A New Way Forward" provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle…

The paper includes the results of a descriptive case-study in which a university-based Hungarian practice school is compared to the model of Professional Development School. Data sources include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university's…

Professional experience is viewed by governments, schools, universities and pre-service teachers as a crucial, and for some, the most important element of initial teacher education. Pre-service teachers (PSTs) consistently cite time in schools as the most valuable part of their teacher education programme. High-quality professional experience…

Our study is focused on the field-experience of a unique ideological group. The prospective teachers are community activists who are dedicated to meeting the social needs of communities through education, mainly in the periphery and in weakened populations. Their vision is to become "community teachers." We focused on a new mentoring…

The SUNY Buffalo State Professional Development Schools Consortium is honored to have been selected as one of the recipients of the 2018 Award for Exemplary Professional Development Schools Achievement for its international PDS partnerships. Beginning with one school partner in 1991 in Western New York, the SUNY Buffalo State PDS Consortium has…

The Professional Development School (PDS) can serve as a catalyst for the professional development of mathematics pre-service as well as in-service teachers. In the present research, we describe lower-secondary in-service mathematics teachers' development of ICT integration in their teaching. This is done through the Innovation Diffusion Model of…

The purpose of the current study is to determine teachers' opinions about professional development schools. In the current study; one of the mixed methods, the convergent design was employed. The sampling of the quantitative dimension of the study is comprised of 256 teachers working in 21 elementary and secondary schools in the city of Mugla. The…

Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that…

Evidence-informed practice is now regarded as instrumental to school reform efforts both in England and elsewhere (Greany, 2015). This is especially important given the focus on school self-improvement coupled with a drive for high-quality teaching within a devolved, and increasingly autonomous, education system. Teaching schools are outstanding…