Actualizing Innovative Reform in Urban Community Teacher Education Through Professional Capital

• In Event: Investigating the Impact of Professional Development School Partnerships as a Strategy for Reform and Renewal

Abstract

Commitment to professional development school models of teacher preparation necessitate adaptability to shifting accountability and policy contexts. If teacher education is to be transformative, it must be willing to critically examine the relationship between what teacher candidates learn, how they come to learn it, and how universities and schools are organized to support highly accomplished practice. This study utilizes a professional capital framework (Hargreaves & Fullan, 2012) to examine the perspectives of teacher educators in a recently redesigned program. Results indicate the collaborative nature of the program’s PDS Network supported the development of social capital and increased human capital among teacher candidates and their mentors. Implications include innovation in roles and collaborative structures to enhance professional capital across the network.

Authors

• Cindy Gutierrez, University of Colorado - Denver

• Kara Mitchell Viesca, University of Colorado - Denver

• Julie Hart, University of Colorado - Denver

• Madhavi Tandon, University of Colorado - Denver