Our Experiences Implementing a Professional Development School Model: Returning With Enthusiasm and Vision

• In Event: Enacting Professional Learning Alongside Practicing Teachers

Abstract

The purpose of this paper is to investigate our role in facilitating theory-practice hybrid spaces that impact the practices, theories, and relationships of teacher candidates. The context of the research is a Professional Development School setting in an integrated, school-based, professionally-oriented final semester within a four-year teacher education program. This self-study examines data from the two authors (teacher educators), our research assistant (critical friend), thirteen teacher candidates, thirteen mentor teachers, and five school administrators. Our analysis shows that we were significantly impacted by consistencies and discrepancies between the intentional programmatic design and its implementation. Our study demonstrates how two university teacher educators are strategically attempting to connect academic and school-based practices to support teacher candidates’ ability to develop effective practice.

Authors

• Kevin O'Connor, Mount Royal University

• Gladys Sterenberg, Mount Royal University