Search results for: Snow-Gerono Jennifer L.
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Voices Less Silenced: What Do Veteran Teachers Value in School–University Partnerships and Initial Teacher Preparation?
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.
Updated: Oct. 26, 2009