Teacher Candidate Disposition Development and the Concerns-Based Adoption Model

By Kim Creasy.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

An emerging question is whether professional development school partnerships have an effect on developing professional dispositions of teacher candidates. Research has shown that, in comparison to traditional teacher education programs, teacher preparation in Professional Development Schools is more apt to demonstrate desired organizational characteristics. Additionally, there is some evidence that Professional Development School based teacher education produces teachers with greater confidence and self-efficacy in teaching. Literature also suggests that teacher candidates completing a PDS-based program are more likely to use the results of reflection to vary their instruction and pedagogical practices based on the classroom situation.
This study of a Professional Development School setting identified key words and phrases from teacher candidate reflective journals and compared these to the Concerns-Based Adoption Model in order to analyze the move from novice to professional.

Keywords: Professional Development School, Dispositions, Concerns-Based Adoption Model

The International Journal of Learning, Volume 15, Issue 4, pp.277-284. Article: Print (Spiral Bound). Article: Electronic (PDF File; 579.352KB).

Dr. Kim Creasy

Assistant Professor, College of Education , Elementary Education/Early Childhood Department, Slippery Rock University of Pennsylvania, Slippery Rock, USA

I currently teach elementary and early childhood methods classes at Slippery Rock University of Pennsylvania. This is my fifth year at SRU. Previously, I taught for 26 years in the Pennsylvania public school system. I have initiated the professional development school partnership between SRU and the local school district. I chair the University Forum at SRU, the Common Language Committee in the College of Education, serve on various other committees. Recently, I developed a new peer reviewed professional journal, The Field Experience Journal, that examines the act of supervision, school relationships, and teacher candidate perspectives on their experiences. Additionally, I serve actively on the committee hosting the National Student Teacher Supervision Conference held at Slippery Rock University. I have previously presented at four international; five national; three regional; and three state-wide conferences. I have ten publications in peer reviewed journals. I also serve as a reviewer for the TC Journal published by The Teachers College at Columbia University and the Pennsylvania Council for the Social Studies Journal.


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