IDENTIFIERS *Professional Development Schools; Puget Sound

This study began with a thorough review of the literature on the professional development school (PDS) and developed a conceptual framework underlying the rhetoric for the PDS movement. It then constructed, by employing a case study approach, the school-based PDS faculty's vision on preservice teacher education in the PDS context and the individual and institutional difficulties in realizing their ideal roles. This study also contrasted the expectations in the literature and voices from the field and explored the discrepancies among them. The practically-oriented vision held by the school-based faculty lacked some of the most important ideas expressed in the theoretical conceptual model. Some suggestions have been made to improve preservice teacher education in the PDS context. The PDS sampled for this case study was a middle school associated with the Puget Sound Professional Development Center in Washington State. Interviews, which supplied some of the data collected for th