Becoming a Teacher in a Professional Development School
Teaching & Change
Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew between theory and practice, and the emphasis on collaboration and reflection. Focuses on a study which examined the impact of the professional development school (PDS) experience on subsequent teaching practices as perceived by the graduates. Information on the concept of PDS; Views on PDS program; Strength of PDS program.
Thompson, S.S., & Ross, F. (2000). Becoming a teacher in a professional development school. Teaching & Change, 8(1), 31-50.