ABSTRACT

Learning from and through practice is a central aim of teachers’ professional learning. In this chapter, The Penn State—State College Area School District Professional Development School (PDS) Partnership is described as a supportive context that engages PK-4 preservice and practicing teachers, as well as university faculty and school administrators, in the collaborative and continuous study of problems of practice. The history of school–university partnerships is presented and the literature on the important role of context in teacher learning is addressed. Two examples are highlighted to demonstrate the impact of such contexts for learning to teach. First, an intern who recently graduated from the program shares her experiences with teacher inquiry in learning to teach science. Second, the results of a mixed methods study that examines changes in mentor teachers’ instructional practices across subject areas is presented to illustrate that benefits of PDS work extends beyond interns’ learning. The chapter culminates with a return to the role of teacher inquiry in shaping the discourse and practices of the PDS community, contributing to a supportive context for professional learning for educators.