Abstract
In an era of dissatisfaction with the nation's prekindergarten through grade 12 schools and criticism of teacher education programs, professional development school (PDS) partnerships have emerged as one solution. Using quantitative and qualitative data obtained during the first two years of an urban PDS network that includes a large, private university and six local public and private schools, the researchers document how the PDS relationships influenced preservice candidate preparation, with specific consideration given to changes over time. Through the data, the voices of the participants emerge to help the researchers understand how preservice candidates, through the PDS model, are equipped with the knowledge, skills, and dispositions necessary to meet the needs of P–12 students in their future classrooms.
Published Version
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