Search results for: Snow-Gerono Jennifer L.

The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership. Furthermore, it describes how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth. Evidence from this study demonstrated significant findings about what veteran teachers valued in initial teacher preparation in this particular case: character, structure, and multiple forms of collaboration.