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ERIC Number: ED420297
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Professional Development Schools and the Destabilization of Faculty Work.
Tom, Alan R.
Professional development schools (PDSs) are usually viewed as school-university partnerships aimed at regeneration of teacher education and/or the reform of public schools in general. This paper examines the gap between creating a PDS structure and achieving these goals, suggesting that bridging the gap may require destabilization of both faculty identity and faculty work environments. A program of personnel preparation at the School of Education at the University of North Carolina at Chapel Hill, combined faculty members from differing backgrounds at a single campus, thus introducing the need for a new form of collaboration. While historically the School of Education faculty divided itself by specialized fields, adjustments had to be made as a result of the PDS's focus on real school problems, and faculty participating in the PDS program were encouraged to think of themselves as part of interdisciplinary teams in order to relate to the public schools' problems in a more meaningful way. PDSs also lead to destabilization of the work environment by creating faculty obligations to both the university and the participating public school sites. Faculty disorientation in this regard has less to do with the logistical difficulties of a dualistic workplace, but rather involves tensions between the academic duties they face as School of Education faculty and their increased time away from the university setting. (MAB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A