Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of "partnership" is defined and…

The Bradley PDS Partnership, about which we report in this article, was established in 1995 to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. For twenty years, the partnership has been generously funded by the William T. Kemper Foundation-Commerce Bank, Trustee. In a grant…

The Benedum Collaborative was recognized by the National Association for Professional Development Schools (NAPDS) with its "Award for Exemplary Professional Development School Achievement" at the 2012 National Professional Development Schools Conference. The conceptual framework supporting simultaneous renewal of teachers, pre-service…

The Neag School of Education at the University of Connecticut is committed to the intentionality of interweaving course work and practice in its 5-year teacher preparation program, the Integrated Bachelor's and Master's program. It offers a wide range of field experiences to teacher candidates. Teacher candidates enter the program at the beginning…

Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education in urban school systems serving culturally and linguistically diverse populations. The labor intensive nature of professional development school work has resulted in research institutions being slow to fully adopt a clinical…

Preparing early childhood and early childhood special education preservice teachers for inclusive settings is the focus of this article. The need for all teachers to be prepared for inclusive settings has become evident with the growing diversity of children in every classroom. Integrating inclusive content throughout the teacher preparation…

Preservice teachers spend significant time in schools, observing, tutoring children, and learning to teach. On-site field experiences introduce aspiring teachers to life in schools, and are especially important for teachers who take their first teaching positions in urban schools. However, most preservice teachers spend little time in the…

For the past six years, the Cranford Public School District and Seton Hall University in northern New Jersey, USA, have been Professional Development School partners. As a result of this partnership, experienced teachers have systematically mentored pre-service candidates in university field experiences. The Japanese practice of Lesson Study was…

In this article, we share how a professional development school (PDS) partnership between several elementary school sites within a district and an institution of higher education prepares special education teacher candidates. The following challenges are identified for PDS stakeholders: recruiting qualified special education mentor teachers,…

In teacher education, as in many fields, there are several truths, each based on different assumptions and beliefs. "Conventional teacher education reflects a view of learning to teach as a two-step process of knowledge acquisition and application or transfer." In this view of truth, the university provides theory, skills, and knowledge…

In spite of the relatively long history of formalized music teacher preparation in the United States, surprisingly little research has focused on the question of how teachers learn to teach music. The authors of this article have proposed a theory of situated learning, building on the idea of apprenticeship. Several models of music teacher…

The roles of clinical professors in the professional development school component of the preservice program at Indiana State University are described in terms of four strategies: building infrastructure, establishing trust, implementation, and evaluation. Early undergraduate field experiences are the focus of the discussion. (IAH)

Collaborative efforts by Texas Tech University (TTU) and the Lubbock Independent School District (ISD) resulted in an innovative program to improve the preparation of secondary-level preservice teachers in social studies. The program is grounded in the realities of the social studies classroom. Students are organized by teaching field in a…

An elementary education professor working in an urban professional development school in New Jersey explains how she helps student teachers apply learned concepts to school settings. PDSs provide ongoing exposure to practices and insights of educators experienced with working with children from diverse populations. The New Jersey PDS breaks down…

Two community learning programs that use a professional development center approach to teacher education are described. In one, preservice teachers become part of a school community by participating in real classroom settings; the second, offering a laboratory classroom for elementary school children, brings education professors and students into…