Educating teachers : a reflective journey through a professional development school /
One of the components of restructuring education calls for improving the quality of teachers. One way to create better teachers is through a professional development school (PDS) program. The purpose of this study was to describe the experiences of exemplary preserving teachers who participated in a...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730340361&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | One of the components of restructuring education calls for improving the quality of teachers. One way to create better teachers is through a professional development school (PDS) program. The purpose of this study was to describe the experiences of exemplary preserving teachers who participated in a PDS in their undergraduate teacher education program in order to understand how those experiences shaped their practice as current classroom teachers. A qualitative research design was used for this study. A nonrandom, purposeful sample of 10 current classroom teachers who were graduates of Texas A&M University was used. Data were collected through extended interviews with the participants. A constant comparative data analysis method Texas A&M University was used. Data were collected through extended interviews with the participants. A constant comparative data analysis method Texas A&M University was used. Data were collected through extended interviews with the participants. A constant comparative data analysis method Texas A&M University was used. Data were collected through extended interviews with the participants. A constant comparative data analysis method described their experiences while in the PDS and told how those experiences prepared them for a career in teaching. They learned from the hands-on experience of being in a real world school with real students. They believed the expanded time they spent in the PDS better prepared them for teaching. They were exposed to multiple teaching practices and they took methods classes at the PDS site. The participants learned about teaching and learning from mentors. They learned to be collaborative, to organize and manage classrooms, to be reflective practitioners, to connect theory and practice, and to plan effective lessons. The participants in this study credited their experiences in the PDS as valuable. The PDS program allowed them to construct knowledge of the world of school, develop an understanding of teaching and learning, experience collaboration with mentors and peers, and come to know children. As a result of their PDS experience, the participants believed that they were better prepared to begin their first year of teaching and that they possessed extensive knowledge that enabled them to manage the day-to-day activities of a classroom. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xiii, 197 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 165-174). |