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Wilfrid Laurier University Faculty of Education
October 21, 2014
 
 
Canadian Excellence

220ASPQK302-468

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Faculty of Education

Teacher Education Candidates’ Responses to the Professional Development School Model of Teacher Education

Research by Dawn Buzza, Donna Kotsopoulos, Julie Mueller

Nov 23/10

Teacher Education Candidates’ Responses to the Professional Development School Model of Teacher Education
The Wilfrid Laurier University Teacher Education Program embodies a Professional Development School (PDS) model, which is based upon current research about effective teacher education that suggests learning to teach is a complex task that requires that participants learn from both theory (typically university course work) and practice (typically observing and taking action in schools; Abdal-Haqq, 1998; Darling-Hammond & Bransford, 2005). Teacher Education Candidates (TECs) work with the staff of the PDS sites, alongside university faculty, to both learn to teach and also to work to continually improve educational practice. Our goal in this project is to investigate the response of TECs to the Professional Development School model by gathering qualitative data from TECs through the duration of the program, over the course of two cohorts of TECs (2007-2008, 2008-2009). The data will be gathered electronically as a “weekly reflective” question revolving around the TECs’ experiences in relation to the program. A short initial survey will be used to gather demographic information and measures of technology experience.  Additionally, a supplementary survey will be completed at the end of the program in conjunction with the standard WLU course evaluations. Students will be invited to participate in focus group sessions at the conclusion of the program. To date, the following themes are currently or have been under investigation: role of inquiry, technology implementation, reflection, and self-regulation. This research addresses how the PDS model of teacher education impacts a TEC’s development as a teacher.

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