Comparing PDS and Campus-Based Preservice Teacher Preparation

Abstract

To date, the professional development school (PDS) Keywords: professional development schools; teacher preparation; evaluation of new teacher effectivenessA professional development school (PDS) is defined as a collaboration between schools, colleges, or departments of education; P-12 schools; school districts; and union/professional associations. Within the PDS, the partnering institutions share responsibility for the following four goals or purposes: (a) maximizing student learning and achievement through the development and implementation of exemplary practice; (b) engaging in sustained inquiry on practice for the purpose of enhancing exemplary practice and student achievement; (c) engaging in meaningful, ongoing professional development; and (d) preparing effective new teachers (Abdal-Haqq, 1998). Proponents of the PDS teacher preparation model have hoped that professional development schools, with their enhanced clinical experience opportunities, would be particularly successful in educating future teachers.

Investigating a Professional Development School Model of Teacher Education in Canada

“…The mixed-results are supported by research from Ridley, Hurwitz, Davis Hackett, and Knutson Miller (2005), who found no statistically significant difference on knowledge of teaching and learning between candidates from PDS and traditional models. In their research, they evaluated teaching and learning knowledge using: (1) "a 38-item multiple-choice examination designed to assess knowledge and understanding of child development, learning, motivation, instructional theory, and other components of professional teaching" (p. 50); (2) written lesson plans; (3) videotaped teaching; and, (4) post-lesson reflections.…”

“…Ridley et al (2005) reported that first year PDS teachers outperformed non-PDS teachers in the areas of teaching preparation and effectiveness, reflectivity, and content retention in rubric-based assessments of their practice. Castle et al (2006) make the point that increases in teaching efficacy in early years of teaching can potentially affect students' learning sooner than those from traditional teacher education programs.…”

Impact de la situation tutorale sur l’activité en classe des enseignants novices : étude du développement professionnel par le sens et par l’efficience

“…Il implique, rappelons-le, un partenariat entre tuteur, formateur universitaire et enseignants de l'établissement scolaire (Castle, Fox et O'Hanlan Souder, 2006 ;Graham, 2006 ;Mule, 2006 ;Ridley, Hurwitz, Hackett et Miller, 2005 ;Zeichner, 2002). Précisément, il apparaît que ce tutorat collectif aide les enseignants novices à se familiariser avec les activités de la communauté enseignante, à prendre conscience des responsabilités enseignantes et à questionner leur pratique en classe tout comme celle de leurs collègues (Sutherland et collab., 2005 ;Wilson, 2006).…”

Le tutorat en formation initiale des enseignants : orientations récentes et perspectives méthodologiques

“…L'exemple des écoles professionnelles de développe-ment (PDS pour professional development school), créées dans le cadre des réformes états-uniennes et canadiennes sur la formation des enseignants (Castle et al, 2006 ;Mule, 2006 ;Ridley et al, 2005) (Hargreaves & Fullan, 2000). Confrontée à la culture du milieu enseignant, l'activité du stagiaire se nourrit ainsi du savoir-faire des autres.…”