A Self-Study of Professional Development through Program Revision

Abstract

This paper describes a university–school collaboration that resulted in the creation and implementation of a field-based teacher education program. Key features of this program included immersion in the field, integrated curriculum, supported reflection, and technology integration. After describing the development and implementation of the program, we discuss the results stemming from systematic reflection on the significance of the experience.

Acknowledgement

The authors are grateful to Dr. Anastasia Samaras, George Mason University, USA, for her extensive and insightful feedback on an earlier version of this paper.