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 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.

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.

Sharing PDS Teacher Expertise with Pre-Service Teachers through Videos

2016 ◽  
pp. 1547-1565
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.

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.”

Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

2017 ◽  
pp. 1950-1973
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology's ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

scholarly journals Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Lindsey Chapman ◽  
Chelsea Morris ◽  
Katy Green
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Vital Role ◽  
Teacher Preparation Program ◽  
Practitioner Inquiry ◽  
Pedagogical Practice ◽  
Multilingual Students ◽  
Speakers Of Other Languages

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

A Multimedia Professional Development Process for Teacher Education and Professional Development

2019 ◽  
pp. 1-13
Author(s):  
Victoria J. VanUitert ◽  
Michael J. Kennedy ◽  
Wendy J. Rodgers ◽  
John Elwood Romig ◽  
Kat D. Alves
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Development Process ◽  
Curriculum Materials ◽  
Inservice Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Support Teacher ◽  
New Evidence

In this updated chapter, the authors introduce a multimedia professional development process that can be used to support teacher candidates or inservice teachers' needs. The multimedia process has three key components: 1) teachers learn new evidence-based practices using multimedia vignettes including modeling videos; 2) teachers receive customizable curriculum materials to use during daily instruction; and 3) teachers receive data-driven coaching and personalized supports for making needed improvements or enhancements. The chapter details research backing each component of the process and includes resources for implementation.

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