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ERIC Number: EJ915874
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1935-7125
Best Practices for Transformational Teacher Education: The Full-Immersion Professional Development Schools Alternative
Polizzi, Joseph A.
School-University Partnerships, v3 n2 p98-111 Fall 2009
This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened awareness during their training and before their employment. As a result of the full-immersion professional development school experience, interns experience a significant transformational impact in their personal and professional grounding as future career educators. Best practices for the promotion of authentic teacher preparation are discussed. (Contains 1 table.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A