Professional Development Schools: Practices, Problems, and Responsibilities

  • Phyllis Metcalf-Turner University of Louisville
Keywords: Collaboration, Teacher Education Programs, Professional Development School Model

Abstract

The new concept of collaboration as a strategy for strengthening the linkage between theory and practice in teacher education programs is one of the cornerstones of the Professional Development School (PDS) model. This article presents a critical analysis of collaborative partnerships between teacher educators and K-12 practitioners involved in establishing PDSs, using institutional experiences at the University of Louisville as well as a review of selected teacher education programs elsewhere that have attempted to or are in the process of creating PDSs. It poses some critical questions for further research and evaluation.
Published
1995-01-01