ERIC Number: EJ856428
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 33
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.
Descriptors: Preservice Teacher Education, Professional Development Schools, Mentors, Veterans, College School Cooperation, Partnerships in Education, College Students, Teaching Methods, Teacher Education, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A