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Abstract
This qualitative study, conducted in an urban PDS with five cooperating teachers, explains how the participants perceived their classroom practice as improving as a result of working in a PDS context. This paper discusses the effect of the presence of student teachers on classroom teachers. Furthermore, the paper describes both how the cooperating teachers reacted to their interactions with the student teachers and how these interactions facilitated the growth of the practicing teachers as professionals. The study ties the teachers' perceptions directly to the PDS.
Introduction
The following study documents the professional development ...