Search results for: Hildenbrand Susan
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This study aimed to investigate student teachers’ beliefs, understanding, and challenge of elementary classroom management strategies. The results revealed that three of the four participants did not develop a strong teacher identity because there were barriers to that development. These participants did not challenge school-based educator (SBE) management practices even when they disagreed with their SBE. However, one participant had a strong teacher identity and navigated trying new strategies. This participant who enacted positive practices benefited from a strong orientation toward serving all pupils.
Updated: Feb. 22, 2018
PDS Collaboration as Third Space: An Analysis of the Quality of Learning Experiences in a PDS Partnership
This paper aims to documenting self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. This study revealed the complexity of the PDS relationship and the tensions and dilemmas associated with it. It revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study helped the participants realize that they were engaged in an innovation and like all innovations, people struggle together naturally until a true solution to the problems is found.
Updated: Jun. 27, 2016