Abstract
Over the past 20 years, the Professional Development School (PDS) model has been proven to be a successful way to induct teacher candidates into the teaching profession. Induction has been recognized as a way to counteract attrition from a profession that loses as many as 50% of its teachers within five years of entry. Using the PDS model of teacher preparation, one Midwestern university created the potential for teacher candidates to become immersed into the environment of an elementary school (i.e. kindergarten through to sixth grade). The study employed qualitative methods to explore what factors lead to perceived success by the teacher candidates participating in the program. The type of support offered by the cooperating teachers who hosted the candidates emerged at the most influential factor. The cooperating teachers who were welcoming, trusting and could share ownership in the classroom provided the teacher candidates the most successful experience.
Published Version
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