Teacher and administrator perceptions of East Stroudsburg University's professional development school model

2021 ◽  
Author(s):  
Jerald Thompson
Keyword(s):  
Professional Development ◽  
Professional Development School ◽  
Administrator Perceptions ◽  
School Model

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 Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

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