Abstract
Many teacher candidates continue to choose the traditional student teaching path in spite of research documenting the value and benefits of professional development school programs. The purpose of this study was to explore reasons why teacher candidates choose a traditional model versus a professional development school model for their culminating student teaching experience. Participants for this study were from the elementary teacher education program at a large midwestern university. Data collection for the study took place over one semester, and 203 candidates participated. The study found that teacher candidates' dispositions in regard to career mindedness, or a lack thereof, influenced their preparation choice. (Contains 4 tables and 1 figure.)
| Original language | English (US) |
|---|---|
| Pages (from-to) | 90-99 |
| Number of pages | 10 |
| Journal | School-University Partnerships |
| Volume | 3 |
| Issue number | 1 |
| State | Published - Jan 2009 |
| Externally published | Yes |