Professional development schools: Preservice candidates' learning and sources of knowledge

The purpose of this study was to explore the experiential learning of prese rvice candidates when they are involved in professional development schools and in conventional practice teaching placements. It was found that the le ssons they believed they learned were categorized into four groups: curricu lum planning and evaluation, pupils and pupil-teacher interactions, discipl ine and classroom management, and professional knowledge. Their stated sour ces of knowledge were personal reflections, mentor teachers, other teachers , professors, and other supportive people. Student teachers in professional development schools also learned through weekly seminars and discussion wi th their peers.