ERIC Number: ED339682
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Connecting Preservice Teacher Education and Inservice Professional Development: A Professional Development School.
Stallings, Jane A.
Models for preparing teachers to work knowledgeably and effectively with diverse populations are needed. The primary purpose of the Learning to Teach Diverse Populations project (Houston, Texas) is to reduce the drop-out rate of new teachers assigned to inner-city schools by training student teachers in a supportive inner-city school environment. The primary goals of the professional development school (PDS) site for this project are to develop teachers who: (1) choose to teach in inner-city schools; (2) are effective teachers in inner-city schools; (3) are self analytical; and (4) share decision making and responsibility for carrying out the goals of the program. In addition to a description of the PDS design and implementation (including on-site triad seminars for student teachers, supervising teachers, and college supervisors), results are presented from experimental, evaluative studies of student teachers (N=44) and supervising classroom teachers (N=32). A primary goal of the experiment was to see how classroom teachers and student teachers change their classroom behavior during a semester at the PDS. In addition, those student teachers who had completed their preparation at the PDS were interviewed during their first year of teaching in an effort to evaluate the effects of the PDS experience. Findings indicate that groups of students can be prepared to teach successfully in inner-city schools when certain conditions are present. (IAH)
Descriptors: College School Cooperation, Educational Objectives, Elementary Education, Faculty Development, Higher Education, Inservice Teacher Education, Preservice Teacher Education, Professional Development Schools, Program Evaluation, Program Implementation, Student Teaching, Teacher Persistence, Urban Schools
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A