Abstract
The authors report on the infusion of INTASC principles into a model of teacher preparation that included a cohort of 21 students who participated in a professional development school over the course of their undergraduate program in elementary education. Specifically, the study examined how INTASC-based experiences were being integrated into the teacher education program; how the preservice teachers benefited from participating in a four year, INTASC-based PDS; and the administrators' perspectives regarding support of the PDS and its professional development opportunities for classroom teachers and university faculty.
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