Voices from the Field: Emerging Issues from a School-University Partnership

Abstract

Most of the current literature on improving preservice teacher education by means of better schoo/university collaboration focuses on the use of Professional Development Schools (PDSs). Interviews with teachers at schools designated as PDSs in an extensive collaborative project show significant differences between the teachers' views of the nature and role of a PDS and that expressed in the literature. The article describes these differences and some of their implications.