Preparing Educators for Sustainability

2018 ◽  
pp. 1-31
Author(s):  
Ann Sebald ◽  
Heidi Frederiksen ◽  
Derek Decker ◽  
Jennifer Roth ◽  
Wendy Fothergill ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Clinical Practice ◽  
Case Studies ◽  
Professional Development School ◽  
Logic Model ◽  
Common Language ◽  
Model Framework ◽  
Educator Preparation ◽  
Socially Constructed

In this chapter, the authors discuss clinical practice as a key component to field-based teacher education. Clinical practice constructed within a professional development school (PDS) model is based upon the work of Dewey, Vygotsky, and Goodlad, and provide the basis for this work. Dewey's center of pedagogy and learning through direct experiences, connected with Vygotsky's socially constructed relational imitation experiences linked with common language, juxtaposed to Goodlad's simultaneous renewal of university and PK-12 partnerships all intersect in the work of clinical practice. The authors then present a logic model framework in which to design field-based educator preparation considering the theory and research discussed. The chapter concludes with highlighting practice-based solutions and recommendations through three case studies showcasing implementation of the logic model framework in action.

scholarly journals Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

2021 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Sarah Kaka ◽  
Taylor Kessner ◽  
Anthony Tuf Francis ◽  
Katrina Kennett ◽  
...  
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Preparation ◽  
Analytical Framework ◽  
Educator Preparation ◽  
Clinical Educator ◽  
Highly Effective ◽  
Education Coursework

This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE’s Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.

Transformative Partnerships

2015 ◽  
pp. 74-82
Author(s):  
Sharon Smaldino ◽  
Lara Luetkehans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Program Development ◽  
Professional Development School ◽  
Evolutionary Process ◽  
Academic Program ◽  
Critical Elements ◽  
The Impact ◽  
Transformative Partnerships

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

scholarly journals Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Jennifer Roth ◽  
Derek Decker ◽  
Donna Cooner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Focus Group ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Professional Development School ◽  
Theory And Practice ◽  
Clinical Experiences ◽  
Professional Dispositions ◽  
Focus Group Methodology

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.

scholarly journals Investigating a Professional Development School Model of Teacher Education in Canada

2010 ◽  
Vol 45 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Dawn Buzza ◽  
Donna Kotsopoulos ◽  
Julie Mueller ◽  
Megan Johnston
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Professional Knowledge ◽  
Efficacy Beliefs ◽  
Careful Selection ◽  
School Communities ◽  
Teacher Education Candidates ◽  
School Model

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.

scholarly journals The Model of Professional Development School (PDS) as a Practice of Partnership University-Schools in Teacher Education: A Multi-year Evaluation Study in Israel

1970 ◽  
pp. 453-469
Author(s):  
Nava Bar
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Learning Communities ◽  
Research University ◽  
Professional Development School ◽  
Evaluation Study ◽  
The United States ◽  
Partnership Model ◽  
The University

The article presents in its first part the partnership model – PDS (Professional Development School) for teacher education that developed in the 1970s in the United States following criticism and re- search findings that indicated lack of satisfaction with the traditional teacher education programs. In its second part the article presents findings and discussion of a multi-year study conducted over seven years, from 2010 to 2016, in the first and up till now the only PDS partnership incorporated into teacher training program in research university in Israel. The multi-year study focused on stu- dent teachers’ evaluation of the contribution of the teacher training components of the university- school partnership model (PDS) to their learning of teaching: the practice teaching in the school and the school mentors; the groups of student colleagues as learning communities and their weekly meetings and the university coordinators. From the perception of the PDS partnership as a dynamic and developing process and from the approach of evidence-based practice, the importance of this multi year study lies in the identification of the essential strengths in the process of the practical experience expressed in the partnerships for their empowerment. In addition the importance of this research is in the identification of the essential weaknesses and challenges, for the purpose of en- quiry and learning in the learning communities who take part in the PDS partnerships, and the rais- ing of the necessary courses of action and changes. The importance of the research study in the in-ternational aspect lies in the presentation of an additional profile of partnership for the extension of the shared discussion about dilemmas and challenges that arise from the implementation of different partnerships in the training of teachers.

Propelling Professional Development Schools Forward

2018 ◽  
pp. 304-320
Author(s):  
Cynthia Benton ◽  
Stephanie Falls
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Student Learning ◽  
Professional Development School ◽  
Development Program ◽  
Teacher Candidate ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Candidate Performance

This program study used faculty, administrator and teacher candidate participant interviews to examine expanded field experiences and action research effects on a Professional Development School (PDS) partnership. Specifically, the roles and relationships between public school and higher education members were examined in light of the effectiveness of the program and teacher candidate performance. Implications for higher education practices in PDS development, program design, faculty development and student learning are described. The PDS model has been embraced as a means to collaboratively develop teacher education programs that benefit student learning as well as to effectively meet licensure and academic requirements.

Sharing PDS Teacher Expertise with Pre-Service Teachers through Videos

2015 ◽  
pp. 129-146
Author(s):  
Cathy J. Siebert ◽  
Vanessa L. Wyss ◽  
Tiffany Jackson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Teacher Expertise ◽  
Teacher Professionalism ◽  
Practitioner Knowledge ◽  
Pilot Implementation ◽  
Undergraduate Teacher Education ◽  
Initial Results

The true power of Professional Development School collaborations rests in the expertise and resources each partner brings to addressing challenges facing them. This chapter describes an initiative in which PDS high school partners and students collaborated with university partners to develop an informational DVD regarding Teacher Professionalism to be used with teacher candidates as part of their preparation program. The process followed and resources required to complete the project are described, perspectives of various parties involved are shared, and initial results of a pilot implementation in an undergraduate teacher education practicum sequence are discussed. Products such as the DVD described in this chapter provide avenues by which to share practitioner knowledge and expertise with pre-service teachers in rich and sustainable ways.

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