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ERIC Number: EJ856428
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0887-8730
Voices Less Silenced: What Do Veteran Teachers Value in School-University Partnerships and Initial Teacher Preparation?
Snow-Gerono, Jennifer L.
Teacher Educator, v44 n4 p248-267 2009
The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership and how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth, along with offering descriptive evidence of what veteran teachers value in initial teacher preparation, what they focus on in school-university partnerships, and how they negotiate tensions within collaboration. Three key themes involve the "giving" character of mentor teachers, based in professionalism; an emphasis on structure and the practical nature of teacher preparation; and the development of multiple collaborative relationships toward professional growth.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A