The Model of Professional Development School (PDS) as a Practice of Partnership University-Schools in Teacher Education: A Multi-year Evaluation Study in Israel

• Authors: Nava Bar

Title variants

PL

Model szkół kształcących nauczycieli jako praktyka partnerstwa pomiędzy uniwersytetami i szkołami kształcącymi nauczycieli i pedagogów: wieloletnie badanie ewaluacyjne w Izraelu

• Languages of publication: EN

Abstracts

PL

The article presents in its first part the partnership model – PDS (Professional Development School) for teacher education that developed in the 1970s in the United States following criticism and re- search findings that indicated lack of satisfaction with the traditional teacher education programs. In its second part the article presents findings and discussion of a multi-year study conducted over seven years, from 2010 to 2016, in the first and up till now the only PDS partnership incorporated into teacher training program in research university in Israel. The multi-year study focused on stu- dent teachers’ evaluation of the contribution of the teacher training components of the university- school partnership model (PDS) to their learning of teaching: the practice teaching in the school and the school mentors; the groups of student colleagues as learning communities and their weekly meetings and the university coordinators. From the perception of the PDS partnership as a dynamic and developing process and from the approach of evidence-based practice, the importance of this multi year study lies in the identification of the essential strengths in the process of the practical experience expressed in the partnerships for their empowerment. In addition the importance of this research is in the identification of the essential weaknesses and challenges, for the purpose of en- quiry and learning in the learning communities who take part in the PDS partnerships, and the rais- ing of the necessary courses of action and changes. The importance of the research study in the in-ternational aspect lies in the presentation of an additional profile of partnership for the extension of the shared discussion about dilemmas and challenges that arise from the implementation of different partnerships in the training of teachers.

Keywords

EN

teacher education; teacher training; Professional Development School – PDS; partnership

PL

teacher education; teacher training; Professional Development School – PDS; partnership; teacher education; teacher training; Professional Development School – PDS; partnership

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studia Edukacyjne
• Year: 2016
• Issue: 42
• Pages: 453-469

Dates

published

2020-12-29

Contributors

author

Nava Bar

• University of Haifa, Israel

References

• Allen J.M., Ambrosetti A., Turner D., How school and university supervising staff perceive the pre-service teacher education practicum: A comparative study, Australian Journal of Teacher Education, 2013, 38, 4.
• Anderson L.M., Stillman J.A., Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts, Review of Educational Research, 2013, 83, 1.
• Ariav T., The training for teaching: A picture of the situation in the world and in Israel and a look to the future, [in:] The crisis in teacher education: reasons, problems and possible solution, Eds D. Kfir, T. Ariav, Van Leer Jerusalem Institute and Hakibbutz Hameuchad Pub-lishing House, Tel Aviv 2008. (Hebrew)
• Ariav T., Smith K., Creation of partnerships between teacher education institutions and the field: An international look with emphasis on the professional development school (PDS), [in:] New trend in the training programs of teachers: partnership between colleges and schools – the Is raeli story, Eds M. Zilbershtein, M. Ben-Peretz, N. Greenfeld, Mofet Institute, Tel Aviv 2006. (Hebrew)
• Avdor S., The changed required in the characteristics of the candidates for teaching, in their training and in their professional development, [in:] The crisis in teacher education: Reasons, problems and possible solution, Eds D. Kfir, T. Ariav, Van Leer Jerusalem Institute and Hakibbutz Hameuchad Publishing House, Tel Aviv 2008. (Hebrew)
• Beck S., Is training really unnecessary? On the uniqueness of academic training of teachers, [in:] The crisis in teacher education: Reasons, problems and possible solution, Eds D. Kfir, T. Ariav, Van Leer Jerusalem Institute and Hakibbutz Hameuchad Publishing House, Tel Aviv 2008. (Hebrew)
• Buchanan M.T., Stern L.J., Pre-service teachers’ perceptions of the peer review, Journal of Edu-cation for Teaching, 2012, 38, 1.
• Buitink J., What and how do student teachers learn during school-based teacher education, Teaching and Teacher Education, 2009, 25, 1.
• Darling-Hammond L., Hammerness K., The design of teacher education programs, [in:] Preparing teachers for a changing world: What teachers should learn and be able to do, Eds L. Darling-Hammond, J. Bransford, Jossey-Bass, San-Francisco 2005.
• Gimbert B.G., The power of multiple mentoring in the context of a PDS school: E pluribus Unum – out of many-one, Paper Presented at the AERA annual meeting, Seatle 2001.
• Goodlad J., Educational renewal: Better teachers, better schools, Jossey-Bass, San Francisco 1994.
• Holmes Group, Tomorrow’s teachers. A report of the Holmes Group. East Lansing, MI: Holmes Group, 1986.
• Holmes Group, Tomorrow's schools: Principles for the design of professional development schools, East Lansing, MI: Holmes Group, 1990.
• Kizel A., Pedagogies of reflection: Dialogical professional-development schools in Israel, [in:] International teacher education: Promising pedagogies, Part A (Advances in Research on Teaching, Volume 22), Eds C.J. Craig, L. Orland-Barak, Emerald Group Publishing Limited, 2014.
• Korthagen F., Kessels J., Linking Theory and Practice: Changing the Pedagogy of Teacher Education, Educational Researcher, 1999, 28, 4.
• Levine M., Why invest in professional development schools? Educational Leadership, 2002, 65, 6.
• Lieberman A., Networks as learning communities, Journal of Teachers Education, 2000, 51.
• Maskit D., Orland-Barak L., University – school partnerships: student teachers’ evaluations across nine partnerships in Israel, Journal of Education for Teaching, 2015, 41(3).
• Milat S., The Pedagogical instructor – A main figure in the creation of partnership between the colleges and the schools (PDS), [in:] A new review of the learning program of the specialization in pedagogical instruction: Work paper number 2, Eds M. Zilbershtein, R. Reichen- berg, Mofet Institute, Tel Aviv 2005. (Hebrew)
• Nikitina S., Pathways of interdisciplinary cognition, Cognition and Instruction, 2005, 23, 3.
• Orland-Barak L., Learning to mentor-as-praxis: Foundations for a curriculum in teacher education, Springer, New York 2010.
• Ridley D.S., Hurwitz S., Hackett R.D., Miller K.K., Comparing PDS and campus-based preservice teacher preparation: Is PDS-based preparation really better? Journal of Teacher Education, 2005, 56, 1.
• Sagee H., Individualized mentoring as a developing initiative during the training of the students for teaching, [in:] Everything is a matter of initiative: Initiatives that promote professional developments in field-college partnership settings, Eds A. Kliger, A. Hoffman, Mofet Insti- tute, Tel Aviv 2013. (Hebrew)
• Schon D.A., Coaching reflective teaching, [in:] Reflection in teacher Education, Eds P.P. Gri- ment, G.L. Erikson, Teachers' College Press, New York 1988.
• Shulman L.S., Knowledge and teaching: Foundations of the new reform, Harvard Educational Review, 1987, 57, 1.
• Waege K., Haugalokken O., Research-based hands-on practical teacher education: An attempt to combine the two, Journal of Education for Teaching, 2013, 39, 2.
• Wenger E., Communities of practice: Learning, meaning and identity, Cambridge University Press, Cambridge 1998
• Zellermayer M., Partnership as a professional research learning community: Review of the literature, [in:] In First person: Partnership in the college field, Eds A. Margolin, M. Zeller-mayer, Mofet Institute and Levinisky College, Tel Aviv 2005. (Hebrew)
• Zilberstein M., Ben Peretz M., From individual cases to the shared elements in the constellation of the creation of partnerships, [in:] New trend in the training programs of teachers: Partnership between colleges and schools – the Israeli Story, Eds M. Zilbershtein, M. Ben-Peretz, N. Greenfeld, Mofet Institute, Tel Aviv 2006. (Hebrew)
• Zilbershtein M., Panvevsky R., Goz E., The triangle of instruction: Pedagogical instructorstudent-mentor teacher, a recipe for success or failure, Mofet Institute, Tel Aviv 2005. (He-brew)

Identifiers

DOI

10.14746/se.2016.42.26