Implementing a Professional Development School Model: Supporting Alumni Communities of Practice

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Teacher Induction Roundtable 2 (Table 8)

Abstract

The purpose of this paper is to investigate the influence of theory-practice hybrid spaces on the practices, theories, and relationships of teacher candidates and its subsequent impact as reflected by early career teachers- alumni of a teacher education program. The context of the research is a Professional Development School (PDS) setting in an integrated, school-based, professionally-oriented final semester within a four-year teacher education program. Specifically, in this study, we are interested in how we can best support program alumni through the implementation of a PDS model and how this impacts relationships, practices, and theories.

Authors

• Kevin O'Connor, Mount Royal University

• Jessica Lee Wah, Mount Royal University

• Kyle Anthony Joseph, Mount Royal University

• Hayley McInnes, Mount Royal University