Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development…

Have you participated in professional development (PD) programs that never met your expectations? Have you found it difficult to find a program that fits well with your academic and pedagogical needs? If so, the author shares your sentiment. In this article, he describes three lessons learned while developing and conducting a PD partnership…

It all began with casual conversation between a university supervisor and classroom teachers and approval to use an unused classroom at a local elementary school. The space became the hub of an exciting professional development (PD) opportunity for classroom teachers. This article describes how hosting an on-site university science methods course…

Research on peer placements suggests that partnering two preservice teachers with a mentor provides a better, more supportive context for learning to teach. As extant research has focused more on student teachers' development, less is known about mentors' perceptions and experiences. This qualitative study focuses on seven mentor teachers who have…

This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin's notions of dialogue in order to theorize pre-service teachers' identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers' narratives about community-based learning. Supported by…

The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership and how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in…

Six primary classrooms in an elementary professional development school were involved in this research, each characterized by high mobility and a diverse student population from economically disadvantaged families. Questions included the following: First, what approaches are found in a professional development school with diverse learners? Second,…

In this article we describe a professional development school that was created within a community school to prepare preservice teachers to work with an increasingly diverse student population, which is now common in many suburban school districts. The professional development school involved a 4-year college and a community school. We discuss the…

In this article, we describe a model of teacher learning which is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalisation. Beginning with an exploration of self and the lenses that teachers use to understand, assess and predict the…

The purpose of this longitudinal study was to focus on the learner-centered belief systems of students in early field placements and as intern teachers. This study provided an empirical test of the strengths of the university's clinical continuum and professional development school placements. The results indicate that perceptions of…

Professional Development Schools (PDSs) can potentially affect the quality of teaching and learning of students in Grades K-16. The authors describe the collaborations among teacher education, arts and science, and K-12 classroom teacher faculties involved in a 5-year PDS partnership at Kansas State University. A 15-member language arts team…

In teacher education, as in many fields, there are several truths, each based on different assumptions and beliefs. "Conventional teacher education reflects a view of learning to teach as a two-step process of knowledge acquisition and application or transfer." In this view of truth, the university provides theory, skills, and knowledge…

This is a qualitative study of the challenges identified by geography student teachers in their learning to teach about education for sustainable development in English secondary schools. The student teachers were participating in a development and research study in the context of an established initial teacher education programme consisting of…

Teacher preparation requires exemplary teaching that illustrates the systematic reflection encouraged among preservice teachers. This article provides an investigation of an innovative model for integrating action research into a preservice teacher education program. Through a self-study, one teacher educator presents reflections on action…

What role does Professional Development School preparation play in teacher retention? We surveyed PDS and non-PDS graduates of five school-university partnerships to investigate preparation for teaching, employment, proficiency, efficacy, and participation in professional activities. Retention rates were 79% or above, with higher PDS than non-PDS…