A Theme-Based, Cohort Approach to Professional Development Schools: An Analysis of the Benefits and Shortcomings for Teacher Education Faculty

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Barbara B. Levin, Professor (Creator)
Catherine E. Matthews, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: One of the goals of Professional Development School (PDS) programs is to provide preservice teachers with opportunities for developing in-depth knowledge and experience as they learn to teach (National Council for Accreditation of Teacher Education, 2001). A theme-based PDS adds value to the PDS program model because it allows faculty members to share their particular expertise and research interests with preservice teachers and with teachers at the PDS school site. Additionally, a theme-based PDS enhances university faculty members' opportunities to conduct research in their field as a part of their PDS work in preparing prospective teachers. The purpose of this article is to evaluate the theme-based PDS as a model of linking university teacher development goals with the professional interests of university faculty. To this end, we describe three examples of theme-based PDSs, share the results of a faculty surveys about how themes enhance the PDS experience for them, and triangulate the survey results with a follow-up faculty survey regarding the costs and benefits of theme-based PDS work.

Additional Information

Teacher Education Quarterly, 32 (1), 131 – 150
Language: English
Date: 2005
Professional Development School (PDS) programs, Theme-based PDS, Prospective teachers

Email this document to