Nurturing Teacher Development and Promoting Student Academic Achievement through a Reciprocal Learning Experience

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Author(s): Tina L. Heafner (University of North Carolina at Charlotte, USA)and Melba Spooner (University of North Carolina at Charlotte, USA)
Copyright: 2015
Pages: 21
Source title: Professional Development Schools and Transformative Partnerships
Source Author(s)/Editor(s): Drew Polly (UNC Charlotte, USA), Tina Heafner (UNC Charlotte, USA), Marvin Chapman (UNC Charlotte, USA)and Melba Spooner (UNC Charlotte, USA)
DOI: 10.4018/978-1-4666-6367-1.ch022

Keywords: Education / Higher Education / Information Science Reference

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Abstract

True education occurs when teachers become learners and learners become teachers (Freire, 2000). This epistemological ideal was achieved through reciprocal learning experiences of a successful Professional Development School (PDS) partnership between one high school and a local university. This chapter presents a model for a PDS relationship that: a) promotes a professional community of learners, b) engenders reciprocal teaching and learning, c) encourages mentoring at multiple levels, and d) positively impacts student and candidate learning. Data analyses indicate significant benefits to all participants due to the unique opportunities created by the partnerships in learning embedded within a PDS setting.

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