Since the 1980s, there have been sweeping changes in preservice teacher preparation programs. Those changes which have had significant widespread impact on schools and colleges include: (a) more rigorous requirements for entry into teacher education programs, (b) more fifth year post-baccalaureate programs, (c) the proliferation of professional development schools, and (d) engaging preservice teachers in more extensive clinical and field-related experiences.
The professional development school, forged from the pannership between schools or colleges of education and local school districts, has done much to expand the classroom into field sites and the community. Clearly, this arrangement is a "win-win" situation for all parties. Students have a wonderful opportunity to sample the many flavors of information extracted from actual field sites.
Another value of these partnerships is the potential for action research on topics ofconcem atthe local level. Both school districts and universities have the capacity to explore, visa vis students conducting field study and