Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University Partnerships

Describes the rigors of institutionalized Professional Development Schools (PDS), demonstrating the symbiotic, difficult nature of the relationship. Researchers evaluated one elementary partnership program via interviews with all PDS participants. Results provided information on the changing roles o...

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Veröffentlicht in:	Journal of teacher education 1999-11, Vol.50 (5), p.381-390
Hauptverfasser:	Bullough, Robert V., Birrell, James R., Young, Janet, Clark, D. Cecil, Erickson, Lynnette, Earle, Rodney S., Campbell, Joy F., Hansen, Laurie, Egan, M. Winston
Format:	Artikel
Sprache:	eng
Schlagworte:	Brigham Young University UT College School Cooperation Colleges & universities Cooperating Teachers Course Content Curricula Educational Change Elementary Education Elementary School Teachers Higher Education Partnerships Partnerships in Education Preservice Teacher Education Preservice Teachers Professional Development Schools Schools Student Teachers Study and teaching Teacher Attitudes Teacher centers Teacher education Teacher Educators Teacher Improvement Teacher Responsibility Teacher Role Teachers Teachers colleges Teaching Training
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Beschreibung
Zusammenfassung:	Describes the rigors of institutionalized Professional Development Schools (PDS), demonstrating the symbiotic, difficult nature of the relationship. Researchers evaluated one elementary partnership program via interviews with all PDS participants. Results provided information on the changing roles of teacher educators, cooperating teacher perspectives, and faculty spouses' concerns and highlighted the difficulty of sustaining a PDS over a long period of time. (SM)
ISSN:	0022-4871 1552-7816
DOI:	10.1177/002248719905000511