Customized professional development for in-service teachers in a school-university partnership

Vivian Gunn Morris, Lucindia Chance

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This article describes a successful professional development model conducted in an urban K-6 (ages 5-11) elementary school located in Memphis, Tennessee, in the Southeastern United States. Frayser Elementary School is one of 11 schools involved in the University of Memphis Professional Development Schools Partnership. The school and the partnership have progressively moved toward using an approach to professional development that has the greatest potential for influencing student learning. This approach includes the presentation of theory, modeling, practice, feedback, and peer-coaching for application (Joyce & Showers, 1980). Professional development activities are inextricably connected to the four major components of the PDS programme, supervision of student teachers, school improvement planning, clinical professor training, and applied research and inquiry.

Original languageEnglish (US)
Pages (from-to)335-348
Number of pages14
JournalJournal of In-Service Education
Volume23
Issue number3
DOIs
StatePublished - Jan 1 1997

ASJC Scopus subject areas

  • Education

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