ERIC Number: EJ1034138
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 23
From PDS Classroom Teachers to Urban Teacher Educators: Learning from Professional Development School Boundary Spanners
Fisher, Teresa R.; Many, Joyce E.
School-University Partnerships, v7 n1 p49-63 2014
This qualitative inquiry explores perceptions and experiences of three urban educators who had been involved in PDS initiatives both from the school perspective as classroom teachers and mentors to interns and from the university perspective as urban teacher-educators. These ''boundary spanners'' provided insight into and appreciation for the complexity of teacher education and in-service teacher support within Professional Development School initiatives because their knowledge and expertise spanned both contexts. Specifically, these educators worked to (a) extend the mentor teacher/university supervisor relationship, (b) construct learning communities, (c) integrate academic knowledge and clinical practice, and (d) challenge the partnership to become mutually supportive and beneficial. This inquiry expands upon the notion of boundary spanners to consider ways in which their situated knowledge and experience can foster innovative practices in teacher preparation and field-based support structures, benefiting not only teacher candidates but also practicing teachers and pupils. PDS ''Essentials'' Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #5/Engagement in and public sharing of the results of deliberate investigations of practice by respective participants; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings; #9/Dedicated and shared resources and formal rewards and recognition structures.
Descriptors: Professional Development Schools, Teacher Educators, Qualitative Research, Inquiry, Mentors, Communities of Practice, Partnerships in Education, Interprofessional Relationship, Theory Practice Relationship, Faculty Development, Urban Areas, Urban Teaching, Language Teachers, Profiles
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: firstname.lastname@example.org; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A