A Theme-Based, Cohort Approach to Professional Development Schools: An Analysis of the Benefits and Shortcomings for Teacher Education Faculty

Autor/inn/en	Antonek, Janis L.; Matthews, Catherine E.; Levin, Barbara B.
Titel	A Theme-Based, Cohort Approach to Professional Development Schools: An Analysis of the Benefits and Shortcomings for Teacher Education Faculty
Quelle	In: Teacher Education Quarterly, 32 (2005) 1, S.131-150 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Professional Development Schools; Faculty Development; Teacher Educators; Program Descriptions; Teacher Surveys; Program Effectiveness; Environmental Education; Second Language Instruction; English (Second Language); Case Studies; Elementary Education; Teacher Attitudes; Educational Change; Thematic Approach; Program Development; North Carolina + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Elementarunterricht; Lehrerverhalten; Bildungsreform; Themenzentrierter Unterricht; Programmplanung
Abstract	One of the goals of Professional Development School (PDS) programs is to provide preservice teachers with opportunities for developing in-depth knowledge and experience as they learn to teach (National Council for Accreditation of Teacher Education, 2001). A theme-based PDS adds value to the PDS program model because it allows faculty members to share their particular expertise and research interests with preservice teachers and with teachers at the PDS school site. Additionally, a theme-based PDS enhances university faculty members' opportunities to conduct research in their field as a part of their PDS work in preparing prospective teachers. The purpose of this article is to evaluate the theme-based PDS as a model of linking university teacher development goals with the professional interests of university faculty. To this end, the authors describe three examples of theme-based PDSs, share the results of a faculty survey about how themes enhance the PDS experience for them, and triangulate the survey results with a follow-up faculty survey regarding the costs and benefits of theme-based PDS work. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10