The purpose of this study was to examine Finnish teachers' experiences of pedagogical activities carried out in collaboration with external stakeholders. For examining teachers' cross-sectoral networking practices, we interviewed 63 teachers across six schools in Finland's capital area, focusing on how external networks are utilized to enrich…

This qualitative study foregrounded four teacher educators' perceptions of teaching collaboratively at shared school sites over the span of two years. As we reconvened to reflect on our experiences both individually and collectively, we retrospectively examined the affordances and challenges from this shared experience. Our data collection was…

This phenomenological case study investigated teacher candidates' experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching…

This article explores the role of Minority Serving Institutions (MSIs) in producing teachers of color. Specifically, it looks at larger national trends and highlights individual MSIs that have experienced success in the area of teacher education and the production of teachers of color. Recommendations are made to assist colleges and universities…

The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P-12 learners. With these goals in mind, a model alternative school/university partnership was created,…

This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality…

One of the foremost challenges for K-12 teachers is to provide relevant learning experiences in an environment of increasing accountability and student diversity. This balance is particularly consequential for students with disabilities who rely on special and general education teachers to ensure access to and success within the general…

The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership and 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…

This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…

Examined Professional Development School (PDS) participation by special education teacher education programs. Surveys of PDS chairpersons and liaisons, and subsequent surveys of special education department chairpersons indicated that although special education departments had some involvement with PDSs, there was considerable reluctance to…

Highlights a synergistic collaborative research effort between a public school and a university, discussing the process of collaboration throughout the study and providing perspectives on the learning and collaboration experiences from university faculty, classroom teachers, and pre-service teachers. This collaboration resulted in translation of…

Describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of a university and public school faculties. The workshop focused on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information, teaching them how…

Describes a set of clinical supervisory practices used with preservice teachers engaged in a semester-long internship at a Professional Development School site under an alternative supervision mode. Interns work with a team of experienced mentors on-site that is immediately available for help. This model can provide improved professional…

Describes the development and implementation of an innovative master's degree program for urban, inservice teachers. This collaborative effort, which involved a university and a school district, included such features as being delivered on- site to beginning or newer teachers; offering content designed around teachers' expressed needs; placing…

Describes issues experienced by university faculty members during the creation of two university/middle school partnerships. Benefits included a broader community of professional colleagues, opportunities for research collaboration, and firsthand experience with school reform. Tensions included conflicts with the university's reward system, time…