A Comparison of the Experiences of Yearlong Interns in a Professional Development School and One-semester Student Teachers in a Non-PDS Location

Abstract

University teacher preparation programs are experiencing a period of major reform as they transition away from engaging teacher candidates in theoretical discussions of instructional practices to programs that require teacher candidates to implement instruction in P-12 classrooms. In this study, 22 yearlong interns in professional development schools and 35 traditional one-semester student teachers in non-PDS sites were interviewed at the end of the four-year program. Interview questions concerned instructional responsibilities and decision-making, behavior management, professional support, social interactions with mentor teachers, university supervisor support, and content of seminars. The groups reported differences in the areas of instructional responsibilities, behavior management problem solving and perceptions of professional support.