An Analysis of Initial Perception of the Professional Development School Experience.

Autor/inn/en	Gettys, Cynthia; Ray, Barbara
Titel	An Analysis of Initial Perception of the Professional Development School Experience.
Quelle	(1996), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Clinical Supervision (of Teachers); College School Cooperation; Cooperating Teachers; Elementary Education; Field Experience Programs; Higher Education; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Student Attitudes; Student Teaching; Teacher Attitudes; Teacher Education Programs; Teaching Experience + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Teaching practice; Unterrichtspraxis; Lehrerverhalten
Abstract	Professional Development Schools (PDS) are designed not only to educate novice teachers but also to be places where university and school faculties can collaborate on research and development. This study, the initial phase of a longitudinal study, attempts to discover if an early PDS experience can develop a stronger beginning teacher than a similar program of study without the PDS experience. A survey was distributed to 73 participants, including university PDS faculty, the PDS on-site coordinators, school administrators, and university PDS students. Analysis of the data revealed that the PDS was a positive experience for all concerned. The university students received immediately relevant methods classes as well as multiple references for their portfolios from their cooperating teachers. The K-8 students have received more individual attention and help. The cooperating teacher's pupil-teacher ratio was reduced and many teachers commented on new ideas obtained from the university contact. The university professors updated and refined their skills for teaching K-8 students and validated the relevancy of their instruction. Appendix A is a description of the University of Tennessee at Chattanooga's PDS program; Appendix B contains the survey instruments. (Contains 12 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC