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This qualitative comparative case study examined how two program structures shaped first-year Bachelor of Education students’ perceptions of readiness. The professional development school (PDS) model provided a five-month integrated learning experience, while the traditional model used a block format with theory followed by practicum. 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This qualitative case study explored the influence two different pre-service teacher education programs had on pre-service teacher candidates’ perceptions of readiness for the teaching profession. The professional development school (PDS) model provided an integrated learning experience for pre-service teacher candidates that was stretched over a five-month period. The traditional model was structured in a block system whereby pre-service teacher candidates first studied theoretical aspects of teaching and learning, and then were placed in a practicum.  \nResearch Method  \nThe research question that guided this study was as follows: How do the experiences of first year Bachelor of Education students who have participated in a professional development school model differ from first year Bachelor of Education students who have participated in a traditional Faculty of Education model with regards to their perceptions of readiness? In this study, pre-service teacher candidate data were collected at a university campus located in western Canada. Cooperating teachers’ data were collected at public school sites: a grades 9- 12 suburban secondary school, and two K-8 middle-years schools located in a city situated in western Canada.  \nThe 23 participants were 15 pre-service teacher candidates and 8 cooperating teachers. The pre-service teacher candidates volunteered after a public presentation by the researcher, and the cooperating teachers were randomly chosen from PDS and traditional lists. The researcher conducted semi-structured interviews, using open-ended questions, with 15 preservice teacher candidates and 8 cooperating teachers. Emergent and a priori themes were developed from textual data. Using the voices of traditional and PDS pre-service teacher candidates and cooperating teachers, this study attempted to identify the instrumental factors that facilitated strong self-efficacy in pre-service teacher candidates.  \nConclusions  \n(based on data related to the seven research sub-questions)  \n1. Compared to their first term experience with the traditional model, and in comparison to the pre-service teacher candidates who experienced only the traditional model, did the PDS experience enable the pre-service teacher candidates to make stronger connections between theory and practice? If so, how? How did this influence their perceptions of readiness?  \nThe case study research found that the professional development school experience did enable pre-service teacher candidates to make stronger theory-to-practice connections. The structural design of the professional development school and the four requisite learning conditions embedded within the PDS model were key factors that assisted pre-service teacher candidates to strengthen these connections.  \nThe structural design of the PDS model enabled pre-service teacher candidates to take theory that they had just learned in their university classes and then immediately apply it within  \nthe practicum environment. Learning became highly contextual, and as a result pre-service teacher candidate were provided with more opportunities, over a longer time frame, to engage in the process of praxis.  \nThe four requisite conditions – time, collaboration, ongoing feedback and reflection – embedded within the PDS model worked together to formulate an integrated learning environment. Time, in the form of sustained participation, enabled pre-service teacher candidates to make more theory-to-practice connections over a longer period of time, but the ongoing feedback, collaboration, and self-reflection also engendered deeper theory-to-practice connections. Data revealed th","cbCaisb12kejZU4P","https://ap.wps.com/l/cbCaisb12kejZU4P","pdf",152422,"English","# Research Method\n## Participants and data collection\n## Interview approach and theme development\n# Conclusions\n## Theory-to-practice connections\n## Perceptions of readiness across teaching demands","[{\"question\":\"What was the main research question of the study?\",\"answer\":\"How do experiences of first-year Bachelor of Education students in a PDS model differ from those in a traditional faculty model regarding perceptions of readiness for teaching?\"},{\"question\":\"How was the PDS model structured compared with the traditional model?\",\"answer\":\"The PDS experience ran over five months with an integrated learning design, while the traditional model used a block system: theory first, then practicum placement.\"},{\"question\":\"What conditions within the PDS model supported stronger theory-to-practice connections?\",\"answer\":\"Time, collaboration, ongoing feedback, and reflection worked together to create an integrated learning environment and deepen connections between theory and practice.\"}]","A Comparative Case Study of the Professional Development School (PDS) and Traditional Pre-Service Teacher Education Models | PDF",1792082241,13]