Developing a Professional Development School Practice Framework for Planning and Resourcing Clinically Rich Teacher Education

• In Event: Considering Professional Development School Structures: What PDS Partners Do and How They Do It

Abstract

The purpose of this study is to provide a research-based framework for defining clinically rich program practices within a professional development school context. The research questions guiding this study included: (1) What are the essential practices needed to enact clinically-rich teacher education within PDSs? (2) To what extent are university and school partners reliably engaged in these clinically-rich teacher education practices? (3) What are the barriers and facilitators to enacting these practices? Findings indicate content validity of the framework from university and school-based teacher educator perspectives. The framework offers guidance to the design of clinically-rich programs and the development of university and school-based teacher educators’ shared roles and responsibilities.

Authors

• Diane Yendol-Hoppey, University of North Florida

• David T. Hoppey, University of North Florida

• Jennifer Jacobs, University of South Florida

• Rebecca West Burns, University of South Florida

• David H. Allsopp, University of South Florida

• Cheryl R. Ellerbrock, University of South Florida